1. Autism Spectrum Disorders
By: Sonya Schulzki and Megan Cochrane

2. Umbrella Category for Autism
Pervasive Developmental Disorders (PDD): are characterized by impairments in reciprocal social interaction skills and communication skills.
Pervasive Developmental Disorders (PDD)
Autistic Disorder and Asperger’s Syndrome
Childhood Disintegrative Disorder (CDD)
Rett’s Disorder
Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS)
Of all the disorders under PDD, autism is the most severe.

3. Definitions
What is Autism? -Developmental disability -Affecting verbal and non-verbal communication, social interaction and imaginative creativity. -Evident before age three -Referred to as a spectrum disorder ranging from mild to major in severity.
What is Asperger’s Disorder?
-Affects how a child communicates with the outside world.
Symptoms are less severe than general Autism.  Many of the same characteristics of Autism, however are able to interact more easily as their language skills are less effected.
-Greater trouble rooted in social relations, because they cannot interpret social signals and cues that are non-literal.
-Have a higher cognitive development and more typical communication skills.
-Have an above average intelligence.

4. How Common is Autism and What Causes it?
How Common: -Autism is a low incidence disability: 1 in 2000 children -When including the full spectrum, PDD is estimated to occur 1 in individuals -Four times more prevalent in in boys than girls. -Knows no racial, ethical, or social boundaries. Causes: No single significant cause of autism has been found. Some research has hinted to the involvement of: -Organic Factors such as: a) Brain damage b) Genetic links c) Complications during pregnancy -A Biological Basis -Some evidence that genetics may play a role. Note: Children born with rubella and those classified as having fragile X syndrome are more likely to develop autism

5. Characteristics of Autism and Asperger’s Syndrome
See your handout for a list of common characteristics Check this out! However there are some positive and unexpected characteristics for some people with Autism; Splinter skills - small areas in which they are very gifted. e.g.) Calendar abilities, artistic ability, excellent music ability, and ability to count visual things quickly.* Note: Autistic people with these abilities are rare, and are referred to as autistic savants.

6. Strategies for Supporting the Learner in an Inclusive Setting
(a) Strategies for Curriculum and Instruction: Tips for Teachers -Teaching a child with autism should be seen as a team approach with the aid of many professionals. -Learn everything possible about the child’s development, behaviour, and what services they have received. -Try to foster an atmosphere of shared decision making with other professionals responsible for the child’s progress -Do not assume that children with Autism have a mental disability. -Beware of even suggesting that parents have caused their children’s difficulties. -Prepare the class for the child with autism.

7. Strategies for Supporting the Learner in an Inclusive Setting
General classroom routine: where to sit, where to find materials, where to look for information.   
Use positive reinforcements
Try to broaden the students scope of interest
Seat student at front of the class and direct frequent questions to them.
Break assignments down into small units.
Timed work sessions.
Firm expectations and a structured program (learns rules and rewards).

8. Strategies for Supporting the Learner in an Inclusive Setting
Strategies Continued
Take into consideration to provide extra time for child.
Pictures to convey meaning.
Teach student social skills, cues and use social stories.
Minimize transitions, have clear cues for transitions, and give advance warning.   
Adapt reading assignments.
Make adaptations such as fewer sentences or draw a picture to express understanding.
Adaptations made for handwriting such as tracing, copying, or using markers.

9. Strategies for Supporting the Learner in an Inclusive Setting
Learner’s Needs -Use child’s interests as a guide to learning. -Occupational/Physical Therapy. -Social involvement with peers (e.g. Create cooperative projects in which the children work together in teams toward a shared goal). -Provide sensory opportunities. -Picture schedule. -Self-regulation (e.g. rocking). -Teacher’s patients.

10. Strategies for Supporting the Learner in an Inclusive Setting
b) Possible Classroom Adaptations: In the Instruction of your Class -Smaller classes and a structured environments -Very important to keep things consistent in your instruction or class schedule. Physical Needs of Students -Weighted vests or lap bags: helps them to understand where their body is and to help reduce the feeling that they are flying -Therapeutic brushes: can be used to regulating the student before they become over-stimulated -Visual schedules: very helpful to provide a safe and predictable day for the student. -Awareness of limited gross and fine motor skills.

11. Strategies for Supporting the Learner in an Inclusive Setting
Special Arrangements of Your Classroom -Ensure that room is a safe environment for self-regulation: movement or have an outbreak due to over-stimulation. -Have a safe “home base” for the child to go in times of stress. -Student to sit at front of the class to diminish distractions.

12. Resources:
Online: A Handout for Developing and Implementing Programs for Students with Autism Spectrum Disorder: Teaching students with Autism, A Resource Guide for Schools: Books: Symons, Cam. (2010). The Exceptional Teachers’ Casebook. Brandon, MB: Brandon University Faculty of Education Proffesional Development Unit. Tom E.C. et al. (2006). Teaching Students with Special Needs in Inclusive Settings. Second Canadian Edition. Toronto, ON: Pearson Education Canada Inc. Woolfolk, Anita E., Winne, Philip. H., Perry, Nancy E., Shapka, Jennifer. (2010). Educational Psychology. Toronto, ON: Pearson Canada Inc.