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SPED 412 Autism Project
Transcript of SPED 412 Autism Project
“A developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3 that adversely affects a child’s educational performance. Other characteristics often associated with ASD are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child’s educational performance is adversely affected because the child has an emotional disturbance” [34 C.F.R. 300.8(c)(1)] What does Minnesota Law say about Autism? AUTISM SPECTRUM DISORDERS (ASD).
"Autism spectrum disorders (ASD)" means a range of pervasive developmental disorders, with onset in childhood, that adversely affect a pupil's functioning and result in the need for special education instruction and related services. ASD is a disability category characterized by an uneven developmental profile and a pattern of qualitative impairments in several areas of development, including social interaction, communication, or the presence of restricted, repetitive, and stereotyped patterns of behavior, interests, and activities. These core features may present themselves in a wide variety of combinations that range from mild to severe, and the number of behavioral indicators present may vary. ASD may include Autistic Disorder, Childhood Autism, Atypical Autism, Pervasive Developmental Disorder Not Otherwise Specified, Asperger's Disorder, or other related pervasive developmental disorders. A brief history of Autism Definition Under IDEA In 1943 Dr. Leo Kanner (a doctor at John Hopkins Children's Pediatric Clinic) and Hans Asberger (at the University Pediatric Clinic of Vienna) both noted similarities in children who had to have four similar traits. These traits are the liking of elaborate routines, preference for being alone, wanting things to stay the same, and certain abilities despite major deficiencies. History of Autism in Special Education The history of autism in special education is closely linked to parents fighting for services for their child. Whether this is for inclusion in the general education classroom or for schools to help pay for expensive therapy sessions. Cases involving Autism Sources http://naricspotlight.wordpress.com/2012/04/18/a-brief-history-of-autism/ About Autism Autism is a profound developmental disability that can severely impair a child’s abilities. Students with autism have unique abilities and needs which require special considerations in designing, implementing and evaluating their educational programs. Educators need to understand the educational approaches and program structures that are effective for these students. How common is it? For many years autism was rare - occurring in just five children out of 10,000. However, since the early 1990s, the rate of autism has increased dramatically around the world, with figures as high as 60 per 10,000. In March, 2012, the US Federal Centers for Disease Control that 1 in 88 children in the US is diagnosed with an ASD.
http://www.autism.com/index.php/is_it_autism Many cases involve the use of therapy programs such as the Lovaas treatment and ABA therapy. Some of the cases involve not giving the student a FAPE because of not giving the student the therapy they needed to help them advance academically. 1. Keep it structured. Try using routines and consistency whenever possible. Activities are successful when they’re broken into small steps.
2. Use visuals. A picture speaks a thousand words. Children with autism learn faster and with greater ease when you use visuals. Visual supports maintain a child’s focus and interest. Keep explanations simple and short about each picture.
3. Use schedules. Most students with autism like order and detail. They feel in control and secure when they know what to expect. Schedules help students know what’s ahead. Picture schedules are even more powerful because they help a student visualize the actions. Schedules can be broad or detailed. Tips for setting up a classroom for students who have Autism Tips continued.. 4. Reduce distractions. Wall charts and posters can be very distracting. While you or I would stop “seeing the posters” after a while, children on the spectrum will not. Each time they look at it will be like the very first time and it will be impossible for them to ignore it. Try and seat children away from windows and doors.
5. Use concrete language. Always keep your language simple and concrete. Get your point across in as few words as possible. Give very clear choices and try not to leave choices open ended.
6. Don’t take it personal. Some students with Autism simply don’t understand social rules or how they’re supposed to behave. It can feel insulting when you excitedly give a gift or eagerly try and share information and you get little to no response. Turn these incidents into learning experiences. Tips continued.. In SUMTER COUNTY SCHOOL DISTRICT 17, Plaintiff-Appellant, v. JOSEPH HEFFERNAN, on behalf of his son TH; MAY BAIRD, on behalf of her son TH, Defendants-Appellees No. 09-1921, a student with autism an appropriate education because his teachers were not ABA therapy. His parents removed him from the school so that he could get the services he needed at home. He did better with the therapy. The court ruled the school did not provide TH with an appropriate education because of the improvement with the therapy. However, the court was not sure if homeschooling was the best placement for TH. Tips continued.. 10. Teach with lists. Teaching with lists sets clear expectations. It defines a beginning, middle and an end. Almost anything can be taught in a list format. If a student is struggling with reading comprehension, recreate the passage in list format. This presentation is much easier for a student to process.
11. Creative teaching. It helps to be creative when you’re teaching students with autism. Use students specific interests as motivators. Act things out as often as you can. Add humor to your lessons. We all respond to humor.
12. Don’t sweat the small stuff. The final goal is for children to be happy and to function as independently as possible. Don’t demand eye contact if a student has trouble processing visual and auditory information simultaneously. By correcting every action a person does, you’re sending a message that they’re not good enough the way they are. When making a decision about what to correct, always ask yourself first, “Will correcting this action help this person lead a productive and happy life?” 7. Be aware of transitions. Children on the autism spectrum feel secure when things are constant. Changing an activity provides a fear of the unknown. This elevates stress, which produces anxiety. Use verbal instruction to say something like, “In 5 minutes, it’s time to return to our desks” and then again “Three minutes until we return to our desks” and then again “One more minute till we return to our desks”. Another option is to use a timer.
8. Establish independence. Teaching students with autism how to be independent is vital to their well being. While it’s tempting to help someone that’s struggling to close a zipper, it’s a much greater service to calmly teach that person how to do it themselves. Encourage your students to ask each other for help and information. By doing so, students learn there are many people they can seek out for help and companionship.
9. Rewards before consequences. Rewards and positive reinforcement are a wonderful way to increase desired behavior. Help students clearly understand which behaviors and actions lead to rewards. Video-Sue Larkey is an Autism expert and discusses essential tips. Programs In Minnesota The MAC School "The mission of Lionsgate Academy is to provide a transition-oriented and personalized learning program focused on secondary high-functioning students on the autism spectrum that supports their full potential, participation, and self-determination within their school, family, and community." "Lionsgate Academy is an academic community where students may safely experience the transition to young adulthood. Here students are partners in learning, empowered to become confident, and disciplined. Students are challenged to grow through a balance of academic, social, emotional experiences so they are adequately prepared for transition into their communities." What is it? A Public Charter School that serves high functioning students with autism in their transition years (grades 7-12). Functions like a typical high school with core academic classes, electives, and after school activities. In addition, they offer full support services and transition services. Program Overview Ensures that content and performance standards are broad enough to meet individual and diverse needs of all students.
Extends its assessment system to include all students with disabilities who require accommodations to demonstrate the mastery of knowledge and skills.
Uses assessment results to improve students’ learning by changing instructional practice.
Actively engages students in their learning by requiring high rates of appropriate responses to the material presented.
Carefully matches instruction to each student’s abilities and skill levels.
Provides instructional cues and prompts to support learning at an appropriate level.
Provides detailed feedback that is directed explicitly to whatever task the student is expected to complete. Pathways An approach that allows students to set goals towards their completion of high school.
It also helps prepare them for one of the four post-secondary options: Academic Pathway towards College Enrollment
Career and Technical Training
Supported Living Middle school students are expected to complete a minimum of 16.25 credits. High school students complete a minimum (depending on their post-secondary goals) of 23 credits. For more information .. LIONSGATE ACADEMY
3420 Nevada Ave N.
Crystal MN, 55427
Fax: 763.390.0012 http://www.lionsgateacademy.org/ "Holland Center is a MN autism center and a day program for treatment of children with autism. Holland combines what is researched to be the most effective forms of therapy combined with the environmental interventions that have been proven to make a difference in a child's ability to learn." Program Overview * One in 88 Children in the United States have autism.
* An estimated 1.5 million people have autism in the United States
* One in 65 Children in Minnesota have autism.
* One in 54 boys have autism. Current Statistics 1. Therapeutic Intervention Model & Services 2. Biomedical Intervention Model & Services 3. Consulting & Assessment Current Facts Therapeutic Intervention Model & Services * Autism Prevalence figures are growing rapidly.
* Autism is the fastest growing developmental disability in the United States.
* More children will be diagnosed with autism this year than AIDS, diabetes and cancer combined.
*Autism receives approximately 5% of government research funding for childhood diseases.
* Boys are 5 times more likely to have autism than girls.
* Autism costs a family $60,000 a year on average.
* Autism costs the nation approximately $137 billion a year, a number that is going to keep increasing.
* There is no medical detection or cure for autism. ABA/VB Treatment Model:
"Our therapeutic intervention model is a behavioral-based program using the behavioral analysis of language as developed by B.F. Skinner (Verbal Behavior, 1957)." This program uses teaching strategies that promotes high levels of positive reinforcement. Supporting therapies that are offered include:
1. Speech Language Services
2. Occupational Therapy
3. Music Therapy Across The United States Statistics Autism Occurrence Statistics Biomedical Intervention Model & Services "Holland Center offers Biomed Services and Consulting at our autism clinic as directed by Michael P Montico, M.D., Holland Center Medical Director." Prevalence Vs. Funding * Leukemia: Affects 1 in 1,200 / Funding: $277 million.
* Muscular Dystrophy: Affects 1 in 100,000 / Funding: $162 million.
* Pediatric AIDS: Affects 1 in 300 / Funding: $394 million.
* Juvenile Diabetes: Affects 1 in 500 / Funding: $156 million.
* Autism: Affects 1 in 110 / Funding: $79 million. The programs offered in this approach include:
1. Medical Consulting
2. Hyperbaric Oxygen Therapy
3. Nutrition Consulting
4. Food & Allergy Testing Consulting & Assessments for Autism Autism Spectrum Disorder Diagnostic Assessment
Biomedical consulting assessments
Speech and Language assessments
Occupational therapy assessments "The Holland Center offers autism assessments as well as individualized consulting from a medical perspective as well as from an educational and therapeutic one. A comprehensive multidisciplinary assessment can be done." Included are: For More Information .. http://www.hollandcenter.com/home.php Holland Center
10273 Yellow Circle Dr.
Minnetonka, MN 55343
952.401.9359 How To Help A Child With Autism Autism Website Resources http://www.autismspeaks.org/
http://www.nationalautismassociation.org/ "The MAC School strives to educate students on the Autism Spectrum in grades 4th – 12th, and up to age 21, who possess a wide range of abilities. The goals of the MAC School are to foster academic success, independence, self-awareness, social consciousness and behavioral management skills." Autism Spectrum Disorder's Described *Autistic Disorder- This is what most people think of when they hear the word "autism." It refers to problems with social interactions, communication, and imaginative play in children younger than 3 years.
*Asperger's Syndrome- These children don't have a problem with language -- in fact, they tend to score in the average or above-average range on intelligence tests. But they have the same social problems and limited scope of interests as children with autistic disorder.
*Pervasive Developmental Disorder or PDD- also known as atypical autism. This is a kind of catch-all category for children who have some autistic behaviors but who don't fit into other categories.
*Rett Syndrome- Known to occur mainly in girls, children with Rett syndrome start developing normally but begin to lose their communication and social skills. Beginning at the age of 1 to 4 years, repetitive hand movements replace purposeful use of the hands.
*Childhood Disintegrative Disorder- These children develop normally for at least two years and then lose some or most of their communication and social skills. What does it offer? Provides small class sizes, individualized learning plans, and a supportive school setting. Identifies, assesses and develops individual student strengths, talents and interests. Provides challenging adaptive academic and therapeutic curriculum, featuring research-based instruction with appropriate student modifications and accommodations. For more information ... http://www.themacschool.org/
3800 Silver Bell Rd
Eagan, MN 55122
651-405-0384 http://www.mnautism.org/index.html In L.B., and J.B., on behalf of K.B. v Nebo School District; Nebo Board of Education; Collin Allan, as President of Nebo Board of Education; Utah State Office of Education; Steven O. Laing, ED.D., as State Superintendent of Public Instruction; Mae Taylor, as State Director of Services for At Risk Students, the parents of a student with autism contended that the school system had not provided their son with a FAPE because the school did not provide him with the education and therapy that he needed and he did not gain any academic skills until the parents provided him with the therapy. In both of these cases the parents won the right to reimbursement because the schools had not been providing the students with FAPE.