1. Autism “Autism is known as a complex developmental disability. Experts believe that Autism presents itself during the first three years of a person's life. The condition is the result of a neurological disorder that has an effect on normal brain function, affecting development of the person's communication and social interaction skills. People with autism have issues with non-verbal communication, a wide range of social interactions, and activities that include an element of play and/or banter.” (Nordqvist, n.d) 1

2. How to recognise Autism According to the National Society for Autistic Children Definition of the Syndrome of Autism some of the indicators of autism include; “(1) Disturbances in the rate of appearance of physical, social, and language skills. (2) Abnormal responses to sensations. Any one or a combination of sight, hearing, touch, pain, balance, smell, taste, and the way a child holds his or her body are affected. (3) Speech and language are absent or delayed, while specific thinking capabilities may be present. Immature rhythms of speech, limited understanding of ideas and the use of words without attaching the usual meaning to them is common. (4) Abnormal ways of relating to people, objects, and events. Typically, they do not respond appropriately to adults and other children. Objects and toys are not used as normally intended.” (Ritvo & Freeman, n.d) 2

3. What are some of the symptoms that you might find in your future classroom? Children with autism will have varying symptoms and degree of the severity of the symptoms in a variety of areas. These areas include; Social Skills; this can mean they make very little eye contact, or can seem uneasy in social situations Empathy; often people with autism find it hard to understand the feelings of others. Physical contact; Often autistic children do not enjoy to be cuddled and touched like others. Often autistic children need to be “ready” or anticipate touching, before the touching actually occurs. Loud noises, smells and lights; often autistic children become distressed or uncomfortable with sudden change in noise, smells and lights. Speech; the higher the severity the more likely speech skill will be delayed. Repetitive Behaviours; autistic people are most comfortable when they can anticipate what is going to happen. Therefore meaning the routine and predictably are essential for people with autism. They develop differently; often those within the autism spectrum may have high cognitive skills and lacking social skills or language skills may develop rapidly, whilst motor skills do not. Physical ticks and stimming; often people with autism may have physical ticks, which often are involuntary. (Nordqvist, n.d) 3

4. The whole family Autism doesn’t only affect the person diagnosed with autism, but can also effect the whole family. Often parents can feel personally responsible, and can be challenged by raising a child with autism without appropriate support available. The stress of this can impact on other family relationships and can result in family breakdown. The stress related from raising an autistic child can affect work performance, and even negatively impact finances of the family. An autistic sibling can also affect the other children in the family. Often siblings can become embarrassed of their autistic sibling, which in turn can lead to resentment. (Evans, n.d) 4