* Not using their hands to make gestures as they speak. * Not being able to understand difficult orders. * repetitive behaviour (ie people with autism might repeat certain words or actions over and over, usually in a rigid rule-governed manner). 1.2 Identify problems that individuals with an autistic spectrum condition may have in social interaction and relationships. Communication difficulties may contribute to autistic adults they become socially anxious or depressed or prone to self-injurious behaviours.
Unit 28 – Introductory Awareness of Autistic Spectrum Conditions 1. - Types of difficulty that individuals with an autistic spectrum condition may have with language and other ways of communicating with others. There are various difficulties with language amongst individuals with autism. Some individuals are non-verbal, and have to rely on alternative forms of communication such as Makaton or PECs symbols. These methods of communication can be useful for building vocabularies of individuals with limited speech.
This can be mild or severe, one child might just hear sounds like blah blah blah and another may be able to hear all the information but just not make sense of it. * Describe other conditions that may be associated with the autistic spectrum. There are certain conditions that seem to be linked to people on the autistic spectrum. Some of them may not experience any but others may experience one or more, these are; -Anxiety disorders this is the secondly most common diagnosed disorder amongst children with ASD. Symptoms are affected by age, level of cognitive functioning and degree of social impairment.
this could be a physical or learning disability. Children with learning disabilities may be unable to focus and concentrate for long periods of time. children with physical disabilities may have gross and fine motor and functional skill problems. They may also suffer from an impairment such as deafness or a visual impairment which would impact on their ability to learn and play. Disabilities may affect confidence and challenge social skills.
Unit 26 Understanding how to support individuals with autistic spectrum conditions 1 Understand the main characteristics of autistic spectrum conditions 1.1 Explain why it is important to recognise that each person on the autistic spectrum has their own individual abilities, needs, strengths, gifts and interests. One of the most important points to understand about autistic spectrum conditions is that each person on the autism spectrum is an individual with their own unique characteristics. People with autistic spectrum conditions vary enormously in their abilities, needs, strengths, gifts, preferences and interests. No two individuals with a diagnosis of an autistic spectrum condition are the same so it is essential not to make any assumptions about them. If we know individual's abilities, need, strengths, gifts and interests then we can focus on them, we can create environment, situations, we can pick activities to support and develop individual's needs.
Students have difficulties in vocabulary, retrieving a word when needed, understanding multiple meanings, and figurative language. Students may also struggle with phonological processes matching symbols to the sounds they represent. It is possible to exhibit significant difficulties fitting into social settings due to difficulties in language. Language disorders are usually identified using standardized tests and the observations of those with whom the child interacts. Speech disorders may be identified using an articulation test.
“Sensory integration (SI) is the process by which the brain assembles a picture of the environment using information from the senses. In most children sensory integration occurs naturally, but in others the brain is not able to affectively integrate information from one or more of the senses” (Feeney). Sensory Integration Disorder/Dysfunction (SID) is a neurological disorder which can also be a characteristic of other neurological conditions including autism spectrum disorders, attention deficit disorder (ADD), dyslexia, speech delays, and others (Patterson). “Children who have SI difficulties may receive too much or too little sensory input, which can result in difficulty organizing and interpreting sensory information” (Feeney). “Sensory information is gathered normally, but perceived abnormally and the information tends to be analyzed by the brain in an unusual way that may cause distress and confusion” (Patterson).
• In an average classroom of 20 children, there are most likely at least three children who are either victims or bullies. • One-half of motor vehicle accidents involving adolescents are associated with alcohol and other drugs. Methodology: This is a Quantitative study providing seemingly countless statistics, percents, and relationships between children and the “critical issues” they face today. Findings: Although poverty rates have gone down in the last 15 years, with the recent economic downturn, it is anticipated that we will again experience significant increases in children living poverty. The Centers for Disease Control and Prevention reported that children, adolescents, and young adults are disproportionately affected by violent injury and death.
However, there is no way to prevent savant syndrome. Autism is a pervasive developmental disorder of children, characterized by improvised communication, excessive rigidity, and emotional detachment Autism is usually diagnosed in children between the ages of 18 months and 4 years. Savant syndrome comes in many forms. Mild autism is called Asperger’s syndrome, and usually affects children in their social development. Severe autism can cause children to function at very low levels, including no speech, unable to toilet train , and have violent outbursts.
I observed and used various types of pupil grouping across the different curriculum areas taught. This aimed to help with differentiation and helped to provide effective learning experiences for all children within my class. At the start of my placement I strongly agreed with ability grouping, this is because type of grouping I remember experiencing at school myself. Therefore, I took this experience into my placement school and also put children in ability groups for most subjects. However, upon reflection I believe some of my practice may have excluded some children from opportunities which may have further developed their learning.