This document discusses teaching exceptional learners, specifically those with autism spectrum disorder (ASD). It begins with an overview of ASD, noting its diverse effects on communication, social interaction, and behaviors. Effective teaching requires understanding each student's unique needs. Screening tools can help diagnose ASD early to provide support. Teachers must learn students' strengths and use strategies like visual learning, routines, and parental partnership to create supportive learning environments.

1. CHS208 Teaching Exceptional Learners
Answer:
Introduction
Teaching as a profession has been considered to be one of the most fruitful, as well as one of
the most challenging. It requires an individual to be responsible for bestowing knowledge
on a group of learners while being extremely aware of each one's strengths and weaknesses.
It can be aptly stated that no two pupils are the same, and therefore the teaching
methodology has to be differentiated a bit for the two. However, a number of more
challenges come into play in the context of teaching exceptional learners. Therefore, this
paper seeks to understand the learning process of children with autism and to decipher the
teaching methodologies that may be used to make their learning experience better and
more fruitful.
Understanding Autism
Autism is a long-term developmental disease that mostly affects youngsters. When it comes
to persons with autism, communication, social interaction, and restricted/repetitive
interests and behaviours are all difficult to manage(Speaks, 2011). It is quite rare for them
to be accompanied with sensory issues such as high or excessive sensitivity to sounds,
odours, or physical contact, among other things. Because of any or all of these concerns,
some persons may develop behavioural problems as a result of them.
It is important to emphasise that each person's autism is unique, which is why the word
"spectrum" is used. Autism is classified as a spectrum condition, which implies that each
individual has their own set of strengths and limitations. The illness known as autism
spectrum disorder is assumed to be caused by abnormalities in brain structure or function,
while no one cause has been identified. The brains of neurotypical children appear to be
distinct in form and structure from the brains of children with autism. Scientists are
continuing their investigation into the origins of autism, and they are looking at a wide
variety of possibilities, including genetics and heredity as well as medical disorders (Kogan
et al., 2018).
As a result, there appears to be a genetic basis for autism in many families, lending credence

2. to the theory that the disease is handed down through generations. Because there has not
yet been identified a single gene that is responsible for autism, researchers are hunting for
aberrant bits of the genetic code that may have been handed down from children with
autism. Another research implies that autism may be passed down via generations, but that
there is no unique "trigger" that causes the illness in any one youngster (Grimaldi et al.,
2018). Other researchers are looking at the possibility that a cluster of unstable genes might
interfere with brain development and lead to autism in some individuals. Another group of
specialists is investigating potential problems that might emerge during pregnancy or
childbirth, such as infections, metabolic disorders, and toxins, among other things.
As a result of the lack of a medical test, such as a blood test, that may detect autism
spectrum disorder (ASD), it is difficult to diagnose the condition. Doctors investigate the
child's developmental history as well as his or her behaviour in order to make a diagnosis.
Autism spectrum disorder (ASD) can be detected as early as 18 months of age, which is
considered to be early detection. The diagnosis of an experienced expert can be trusted till
the child is two years old (Carbone et al., 2020). Children are often not given a definitive
diagnosis until they are a significant amount of time older. Some people don't be diagnosed
until they're adults or even in their twenties, which is a shame. As a result of this delay, it is
possible that children with ASD will not receive the early attention they require. A screening
tool does not offer a diagnosis until much later in the process, but it can indicate whether or
not a child is progressing properly and whether or not a specialist's attention should be
sought. It may be required to conduct a formal developmental evaluation if the results of the
screening tool indicate that the child is at risk. A formal evaluation of a child's development
is carried out by a professional specialist, such as a developmental paediatrician, child
psychologist, speech-language pathologist, occupational therapist, or other specialist, as
part of their training (Carbone et al., 2020). Children may be watched, subjected to a
systematic evaluation, or answered questions by a professional in their field. In addition,
they may be requested to complete surveys. It is on the basis of the results of this formal
examination that a decision is made as to whether a child requires special treatment, early
intervention programmes, or both.
Implications In The Educational Arena And Learning Strategies
Teachers in special education are well-versed in autism's unique learning features, while
the general teaching population lacks this knowledge. Only social and non-social aspects of
autism may be diagnosed. Children with autism spectrum disorders (ASD) possess a wide
range of abilities and talents. It's impossible to generalise about the learning capacities of
autistic youngsters. A youngster with autism may be able to give one the names of different
colours, but they may not be able to identify the colours in a picture. The eidetic memory of
many autistic youngsters has also been shown to be able to recall important facts. It might
be difficult to teach children language development skills if they don't comprehend or
follow directions. Working with autistic people may teach you how to pay attention,
regulate your emotions, and adapt to change. This can lead to social or linguistic challenges,

3. since they may struggle to follow directions (Furneaux & Roberts, 2018).
There are a number of learning objectives for this course, including an explanation of what
"language nutrition" is, a discussion of how to assess a child's language environment using
various approaches, and an evaluation of the influence of language nutrition on language
development in autistic children. Messages are also conveyed regarding the importance of
parents understanding their children's needs and making sure they are included in
activities, games, singing, and dancing. If a student is particularly interested in something, it
is possible to include that into the curriculum so that they are not left out. Following the
child's lead while they play will help you to see what they are interested in (Boucher
&Scarth, 2018). Children's comprehension and needs may be better served by talking to
their parents or other caregivers.
The improved M-CHAT-R, or modified checklist for autism in toddlers, is a screening tool
which has been known to be quite effective. The child's conduct is examined through a
series of twenty questions on the checklist (Yuen et at., 2018). Parents or caregivers can use
the checklist to determine if their kid needs additional testing. The child's capacity to
communicate is affected by ASD. When someone communicates using a checklist, they use
little or no words, do not answer to their name, and do not accurately interpret the term.
During the run, the runner keeps track of a behavioural stream. The goal of keeping records
is to acquire useful data, which will be used to draught a conclusion and a succinct
summary. For general development assessment, the Ages and Stages Questionnaire (ASQ) is
a parent-complete questionnaire. As a result of the questions, the parent can determine
whether or not their child is qualified for early intervention treatment.
Furthermore, Preschool Assessment Framework aids Teachers and parents together to help
children learn and grow. It also facilitates the exchange of information between professors
and students (Tripathi et al., 2021). Only one kid and one programme may be compared
using the preschool assessment framework (PAF). When working with kids with autism,
I've learned that you may develop a foundation for actionable differences and tailored
approaches. You can also collect data from parents and share it with their families when
working with parents. Preventative measures such as keeping a log can help you discover
patterns and keep track of your care team's progress. Such items like messages or images
that are repeated in the same way are useful while caring for someone with autism. An
effective learning strategy may be developed by identifying a pattern.
Familial Partnership To Provide Wholesome Care To Children With Wholesome Needs
It is true that children with autism spectrum disorders and other major challenges require
more restricted kinds of care and assistance. As a result, in order to provide care and
support, it is necessary for the educator and the student's primary caregiver to
communicate effectively. A communication journal is a great tool for parents or caregivers
who want to keep track of how their child is progressing or what lessons he or she has

4. learned throughout the day (Walsh et al., 2021). Check on the child throughout the day to
see what they've been up to and how they're getting along. A nice option would also be to
include the family in the classroom community so that they may participate in projects and
devote time when the opportunity arises. Instead of concealing your feelings, express your
displeasure with the kid and with the condition that the youngster is suffering from, rather
than with the child. If the child achieves a goal, make sure to reward them with a prize or
express your congratulations (Crompton et al. 2020).
The vast majority of children are visual learners, which means that they receive knowledge
better when it is presented to them visually rather than through verbal means. In order to
prevent the child from feeling frustrated, it is important to support and maintain the child's
routines. When aspiring to be a professional educator, you must be aware of and adhere to
the ethical and professional standards that are required. When you find yourself in a
difficult situation, it is important to remember the code of behaviour. They work with
families to reassure parents that their children will be OK if they are just allowed to adjust
at their own speed. This helps to ensure that youngsters are secure and prepared for the
transition to the new environment. I'd call everyone involved in the child's life and then set
up a face-to-face meeting with everyone involved in the child's life to talk about the
situation more thoroughly.
Children with autism who have been abused or neglected on a regular basis have been the
subject of several reports in the media. In many situations, children are unaware of the
systematic nature of their abuse and do not report it to authorities (Brenner at al., 2018).
When a kid feels afraid, he or she may decide not to file a formal report with authorities. If
an educator notices signs of abuse or neglect in a student, it is their responsibility to notify
the appropriate authorities and assist the child in his or her well-being. The upholding of
this responsibility is a legal and ethical requirement that educators must adhere to at all
costs.
References
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