1. Autism By: Hilary Pickinpaugh
Hi my name is Hilary Pickinpaugh and I will be discussing Autism. Walking into the classroom I didn’t know which child I was assigned. They were working on their math assignment and the bell rang for lunch. While other children were happily putting their things away, this student started rocking and pulling at his hair. They then proceeded to scream and repeat that he was not done. I then knew this was my student. They had been diagnosed with Autism and wasn’t done with his math. His disability caused him to overly worry and react in a negative way. I have come in contact with many people that have been diagnosed with a disorder on the Autism Spectrum. Not one child was the same. This disorder varies from child to child and effects them in different ways. Because the spectrum is so broad there are varying degrees of Autism you could either have severe Autism where there is not communication or you could be diagnosed with high functioning Autism such as Aspbergers where you have outstanding abilities in certain areas.

2. General Rule 51
Child with a disability means a child who has been verified as per Section 006 as a child with autism, a behavior disorder, deaf-blindness, a developmental delay, a hearing impairment including deafness, a mental handicap, multiple disabilities, an orthopedic impairment, an other health impairment, a specific learning disability, a speech-language impairment, a traumatic brain injury or a visual impairment including blindness, who because of this impairment needs special education and related services. If, under 92NAC , it is determined, through an appropriate evaluation under Section 006, that a child has one of the disabilities identified above, but only needs a related service and not special education, the child is not a child with a disability under this Chapter. If the related service required by the child is considered special education rather than a related service, the child would be determined to be a child with a disability.
According to Rule 51 the general definition for a child with a disability means a child that needs special education services because of an impairment.

3. Specific Rule 51
006.04B Autism The child must have a developmental disability which significantly affects verbal and nonverbal communication and social interaction; is generally evident before age three;, and adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routine, and unusual responses to sensory experiences. Autism does not apply if a child’s educational performance is adversely affected primarily because the child has a behavioral disorder as defined in 92-NAC C A child who manifests the characteristics of autism after age 3 could be verified as having autism if the other criteria in 92 NAC B1 are met.
Autism is part of the B Developmental Delay part of Rule 51. The reason for this is that Autism is a nonverbal communication and social interaction impairment. Many signs of Autism include repetitive activities, stereotyped movements, resistance to change, unusual responses to sensory stimuli, and resistance to change in daily routine which are outlined in the description of the Developmental Delay.

4. Characteristics of Autism
Seem to develop normally until age mos., then they either stop gaining new skills or lose some they have already developed.
Have trouble understanding others feelings
Avoid eye contact and may not respond to their name
They may flap their hands, rock their body, or spin in circles
React differently to tastes, smells, and sounds
Many like order, they will line up their toys, or play with toys in odd repetitive ways
Many children with Autism seem to develop normally until the age of months. After that they tend to either stop gaining new skills or may possibly lose some that they have already developed. Children with Autism tend to have trouble understanding others feelings, because this is a social disorder they do not connect words to feelings. Many will avoid eye contact and may not respond to their own name. Autistic children have many characteristics that are noticeable physically. They may flap their hands, rock their body, or spin in circles. They have heightened senses and react differently to tastes, sounds, or smells. They resist change in their routine and like order, many will line up their toys according to size or color.

5. This is an example of how an Autistic child might “play” with their toys. They will line
Them up in specific order and might be upset if they are disturbed.

6. Causes of Autism No medical test to diagnose Autism
Parents are usually the first ones to notice a change
Scientists don’t know the exact cause of Autism
Other scientists suggest that it has to do with the body’s immune system
Scientists have yet to find a cause to Autism. No medical diagnose has been found, scientists simply just make observations and base the diagnosis on that. Parents are usually the first ones to notice a change in their child and then get referred to a specialist. Scientists don’t know the exact cause of Autism but since it tends to run in families they are leaning towards links to genetics. Other scientists believe that the cause of Autism has to do with the body’s immune system producing too many antibodies.

7. Effects Autism Has on the Child
School
Autistic children may have a hard time understanding what their teacher is saying
Many children with Autism don’t like change
Although many children with Autism strive in school they do have to overcome battles. Autistic children may have a harder time understanding what the teacher is saying. They don’t always connect words to meanings make it hard to understand that what the teacher is saying is important. They tend to be off in their own world most of the time. Many children with Autism struggle with changes whether it be environmental changes or changes in the daily routine. Giving ample time for the child to adjust to small changes may help with these transitions, also giving them notice of a change a few days in advance will ease the transition as well.

8. This chart shows the prevalence of Autism in students in the U. S
This chart shows the prevalence of Autism in students in the U.S. It shows that since 1995 more and more children have been diagnosed with Autism. According to statistics 1 in 54 children born will be diagnosed with Autism.(

9. Effects Autism Has on the Child
Home
Many children with Autism may have trouble expressing their needs
Can cause stress on the parents and make other siblings feel left out
Autism doesn’t prevent people from having their own families
Can live independently
Children with Autism can cause stress on the parents and make other siblings feel left out. Because being diagnosed with Autism can be very hard on a parent time for grieving needs to be allowed. Autistic children need a little more attention so in multi children families those without the disorder may get jealous with the attention the other children are receiving. To help with this try to allow them to be involved in the therapy process and be involved with treatments. Also allow for time spent with each child seperately. May children with Autism get frustrated easily. Autism effects the communication process therefore children with Autism cant always express what their needs are. People with Autism can fully have families of their own. They can get married and have children of their own. People with Autism can live independently and don’t always need help. Many may life assisted living as well though depending on the severity of their disorder.

10. Effects Autism Has on the Child
Community Life
Many people on the Autism Spectrum may have outstanding abilities in certain areas causing them to respond positively to the outside world
Many people who are Autistic hold down jobs and are productive members of society
People with Autism can live normal lives, they attend school and can hold down jobs. Autism does not hinder people from driving cars and being independent. Although they may need some modifications and assistance at times may people you see out and about doing errands may have been diagnosed with Autism and you wouldn’t even notice it.

11. Therapies/ Medicines structured, therapeutic activities
The therapy is guided by specific and well-defined learning objectives
 interact with typically developing peers.
There are many therapies that can be offered to the child and the parent both. If in a special education program the child recieves structured, therapeutic activities for at least 25 hours per week. The therapy received is always guided by specific and well-defined learning objectives and the childs progress in meeting these objectives are regularly evaluated and recorded. The program provides the child with opportunities to interact with typically developing peers.

12. References
Autism Speaks. (n.d.). Retrieved January 23, 2014, from Autism Speaks website:
What is Autism? (n.d.). Retrieved January 22, 2014, from Kids Health website: kid/health_problems/brain/autism.html
Autism Spectrum Counseling Center. (n.d.). Retrieved January 23, 2014, from Autism Spectrum Center website: