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Copy of Strategies for working with student's with autism
Transcript of Copy of Strategies for working with student's with autism
Autism Spectrum Disorder
Autism spectrum disorder (ASD) is a range of complex neuro-development disorders, characterized by social impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of behavior.
Experts estimate that 1 out of 88 children has ASD (Centers for Disease Control and Prevention: Morbidity and Mortality Weekly Report, March 30, 2012).
Males are four times more likely to have an ASD than females.
Changes with the DSM-V
In order to receive a diagnosis of Autism Spectrum Disorder, a person must have all three of the following deficits:
Those students diagnosed in the 90's and later, are now attending college. Those numbers will continue to grow which demonstrates the need for colleges to have plans in place to meet the needs of this growing population.
What Does This Mean?
Strategies for Working with Student's with Autism
Students' with autism come with many personalities and a variety of challenges.
Veterans and Students with autism are the two groups of student least likely to register with the Office of Disability Services.
What Can We Do?
Poor Social Skills
Overview of Autism
Changes with DSM-V
Strategies for the Classroom
CDC (2012) conducted a longitude study which found an increase from 2002 to 2008 showing an increase of 78% of ASD diagnosis.
Problems reciprocating social or emotional interaction
Severe problems maintaining relationships
Non-verbal communication problems
ASD students more likely to withdraw for social reason than academic problems.
Increase our understanding of autism.
Have conversations with your Student better understand his/her needs.
Work with your Office of Disability Services for Professional Development.
Practice Universal Design to better meet the needs of various learners.
Talk about the supports available for students with disabilities.
Poor Executive Functioning Skills
Problems with Communication Skills
Things to Look For
Use language that is clear and direct
Encourage group work with clearly defined expectations, this helps build social skills.
Keep your class routine and if changes are going to be made to the syllabus provide the changes in advance and written down.
Use Color. Color-coded notebooks or colored highlighting.
Use visual cues. Schedules, calendars, flashcards. Supplement oral with written instructions when revising assignments, dates, ect.
Use guided notes or other handouts to help students stay focused during verbal instruction
Observe your students and be aware that not all students know to advocate for themselves.
What Do We Need to Do From Here?
Design an evidence-based program of supports outlined in well-informed strategic plan that proposes the development of programs and services that support postsecondary educational opportunities for students with autism disabilities in higher educational environments.