A look into the world of Autism Syndrome Disorder Presented By: Adam, Carla & Rhiannon

Ministry Definition A severe learning disorder that is characterized by: (a) Disturbances in: rate of educational development ability to relate to the environment mobility perception, speech and language. (b) Lack of representational symbolic behavior that precedes language.

Autism appears to have its roots in very early brain development. However, the most obvious signs of autism and symptoms of autism tend to emerge between 2 and 3 years of age. People with ASD are believed to have abnormalities in both their brain structure and chemistry of the brain. Overview

ASD is characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors.

Overview

Autistic Disorder Impairments in communication, social interaction and imaginative play Repetitive behaviors Restricted interests

Asperger’s Disorder Often referred to as Asperger’s syndrome Applied to individuals with normal language development, average to above average intelligence, but have impaired social interactions Interests are unusually restricted or specialized

Pervasive Developmental Disorder - not otherwise specified Often referred to as atypical autism Includes individuals who do not necessarily fall within the other categories but nonetheless exhibit impairments of an autism-like nature

Sensory Activity

Modifications & Accommodations

Visual Schedules

Assessment Strategies Determining the educational interventions needed for a student with ASD begins with a deep understanding of that child’s unique learning profile. Observations should be objective and as descriptive as possible – free from biases or judgments. Educators should take a close look and note the student’s: Progress towards learning outcomes Behaviors Interactions with peers Social language skills Reactions to learning environment Responses to transitions in the school day

Equity Issues Teachers and Employers often do not have a full understanding of the Autism Spectrum Students are not included in the regular classroom. Autistic students can struggle with change and find it difficult to adapt. Change in the classroom schedule, structure or physical layout can affect their ability to learn Labels often stigmatize individuals and highlight weakness and lead to decreased self-esteem and lower expectations. Funding leads to equity issues: Funding from grants and the board go towards support staff, technology and training Classroom teacher and support staff need to build a rapport with the student and parents.

Setting high performance standards. Equity requires high expectations and opportunities students. Encouraging high expectations in teachers. Showing positive attitudes and behaviours toward students. Allow for flexible behavioural expectations in the classroom (educating other students), but clear guidelines and expectations. Ways to Resolve Issues of Equity

Employment Barriers More likely to be hired into the secondary labour market where jobs are unskilled, part-time and temporary, with high turnover and few benefits. May also experience stigma and discrimination from coworkers. Have reduced responsibility with more supervision, and become targets for negative comments from coworkers. Few managers have sufficient knowledge to recognize or skills to effectively manage employees who are Autistic in the workplace.

Adaptive Technology IPad Apps for Accessibility 1.iTranslate 2.Social Skill Builder 3. SpeechDescripti 4.Alexicom AAC 5. SoundingBoard 6. Scene & Heard Lite 7. Verbally 8.StoryKit 9.SoundPrism 10.Speak For Me Dynavox System Compass App.

PECS symbols Classroom Light Filters Snoezelen/sensory therapy Rooms

Trainings Available Crisis Prevention Integration Training Applied Behavioural Analysis Training (ABA) Medication Orientation Training Introduction to Autism Training

Community Supports

Local Community Supports

Resource Materials & Websites

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