SCHOOL OF EDUCATION AND SCIENCE SOCIAL (SESS)

BACHELOR IN EARLY CHILDHOOD EDUCATION (BECE)

CHILDREN WITH SPECIAL NEEDS

ECH20603

FEB2024

ASSIGNMENT 1

Date of Submission: 26 Mac 2024

Lecturer Name: Ms Nabiha Alia Binti Nazmi Asna

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 Prepared by:

NO NAME ID MATRIX PHOTO

1. NURUL AIRA AMIRRA BINTI 2102022020039
AWANG AHMAD

2. PRISCILLA TINUN 2102022020059

RAYMUNDO

3. SHIVANI DEVI A/P 012023021320

THAVARASPATHY

4. DAYANGKU NURSHAHNEZZA 2102022020111

BINTI AWANGKU MOHD
ARIFFIN

5. SHAFIDATUL NURHAFIZQAH 2102021090045

BINTI TAASIM

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 TABLE OF CONTENT

No. Content Page Number

1. INTRODUCTION
• Autism Level 1 (Mild) 5–6
• Autism Level 2 (Moderate)
• Autism Level 3 (Severe)

2. CHARACTERISTICS 7

3. SYMPTOMS 8

4. THERAPY / TREATMENT 9

5. DEVELOPMENT OF CHILDREN AND WITH

SPECIAL NEDDS
- Autism Level 1 (Mild) 10 – 11
- Autism Level 2 (Moderate)
- Autism Level 3 (Severe)

6. WHAT IS THE BEST PRACTICE THAT

SCHOOL OR CENTRE CAN ORGANIZE FOR
THE CHILDREN WITH SPECIAL NEEDS AND 12 – 13
HELPS THE TO IMPROVE THEIR SKILLS

7. REFERENCES 14

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1. INTRODUCTION

Children with special needs is a refers to an extensive group of people under

the age of eighteen who have developmental, mental, emotional, or physical
issues and need support or accommodations. Besides, we must support for
children with special needs often involves tailored educational programs,
therapies (such as physical therapy, speech therapy, or occupational therapy),
assistive technologies, and accommodations to help them reach their full
potential and participate in various aspects of life, including education, social
interactions, and recreation. The specific needs and interventions required for
each child can vary widely, so it's important for educators, healthcare
professionals, and families to collaborate closely to provide appropriate support
and resources.

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• Autism Children
A genetic condition brought on by variations in the brain is known as
autism spectrum disorder (ASD). Individuals with ASD may struggle with
confined or repetitive behaviours or interests, as well as social
communication and engagement. Individuals with ASD may also move,
learn, or pay attention in various ways. It is significant to remember that
some individuals may exhibit some of these symptoms even in the
absence of ASD. That being said, these traits may make life extremely
difficult for those who have autism. In other words, autism has three
different levels. Autism Level 1, Level 2 & Level 3.

Autism Level 1 (Mild) - Individuals with Level 1 (ASD) are those who do
not require a lot of assistance. Individuals diagnosed with level 1 (ASD)
may find it difficult to interact socially with peers and other neurotypical
persons. For instance, they can be unable to interpret body language
and social cues or say the wrong thing at the wrong moment.

Autism Level 2 (Moderate) - Compared to those with level 1 (ASD),

persons with level 2 (ASD) have a harder time disguising and may find
it difficult to socialise or communicate in ways that are acceptable to
neurotypical culture. They will also have a difficult time switching their
attention or going from one task to another. Level 2 expression of autism
includes people who have very specific interests and who engage in
repetitive behaviours that veer far from accepted.

Autism Level 3 (Severe) - Person with level 3 diagnoses need the most
support and are subsequently at very high risk for neglect, abuse, and
discrimination. We can also see them through they usually always have
problems expressing themselves accurately verbally and with body
language or facial expressions can make it difficult to complete the tasks
of daily life, interact socially and deal with changes in focus or location.

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2. CHARACTERRISTIC OF AUTISM

At the core of autism lies a diverse array of characteristics that shape the experiences
of individuals with the condition. One of the hallmark features of autism is social
impairment. Individuals may struggle with understanding social cues, maintaining eye
contact, and forming meaningful relationships. This difficulty in social interaction can
lead to feelings of isolation and exclusion from social circles. Besides, communication
difficulties are also prevalent among those with autism. While some individuals may
have delayed speech development, others may exhibit repetitive language patterns or
difficulty in understanding nonverbal cues such as gestures and facial expressions,
and this can hinder effective communication and make it challenging for individuals
with autism to express their thoughts, needs and emotions.
Additionally, repetitive behaviours and restricted interests are common features of
autism. Individuals may engage in repetitive movements or actions, such as hand -
flapping or rocking and exhibit a strong preference for sameness or routine.
Furthermore, many individuals with autism develop intense interests in specific topics
or activities, often to the exclusion of other pursuits. These interests can be highly
focused and may serve as a source of comfort and stimulation for the individuals. Next,
sensory sensitivities are another key characteristic of autism. Individuals may be
hypersensitive or hyposensitive to sensory input, experiencing discomfort or distress
in response to stimuli such as loud noises, bright lights, or certain textures. These
sensory sensitivities can impact daily functioning and contribute to behavioural
challenges in various environments. Lastly, individuals with autism also possess
unique strengths and talents. Many exhibit exceptional abilities in areas such as
memory, attention to detail, creativity and analytical thinking.

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3. SYMPTOMS

Some children show signs of autism spectrum disorder in early childhood such as
avoiding eye contact, not responding to their name or being indifferent to caregivers.
Children may develop normally for the first few months or years of life. However,
autistic children will become withdrawn or aggressive and lose language skills that
have been acquired. Each child with an autism spectrum disorder, is likely to have a
unique pattern of behavior and a range of severity from low functioning to high
functioning. In general, some children with autism spectrum disorders have learning
problems and some have lower intelligence scores than normal, In other words, other
children with autism spectrum disorders have normal to high intelligence because they
learn quickly but have problems communicating and using what they know in their daily
lives and social situations. Due to the unique combination of symptoms such as
children, sometimes severity is difficult to determine because it is based on the degree
of impairment and how it enables them to function.

Symptom in young children:

• Issue with communication that child doesn’t respond his/her name
• Ignoring the danger
• Hysterics
• Avoiding eye contact
• Aversion to touching
• Sensitive to loud noises
• Preferred to play alone
• Tiptoeing
• Delayed speech development
• Repeating the same phrases
• Getting very upset if they do not like a certain taste, smell or sound
• Not talking as much as other children
• Not doing as much pretend play
• Repetitive movements such as flapping their hands, flicking their fingers or
rocking their body

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4. THERAPY/ TREATMENT

Level 1 Autism: Children with Level 1 Autism, also known as high-functioning Autism,
can benefit from therapies that focus on improving social and communication skills.
This might include Social Skills Training, Cognitive Behavioural Therapy (CBT), and
Speech and Language Therapy. They might also benefit from occupational therapy to
help with daily living skills.

Level 2 Autism: For children with Level 2 Autism, more substantial support is needed.
This could involve more intensive versions of the therapies mentioned above, along
with additional support in school or other social environments. Behavioural therapies,
such as Applied Behavior Analysis (ABA), can also be beneficial.

Level 3 Autism: Children with Level 3 Autism require the most intensive support. This
might involve a combination of the therapies mentioned above, along with additional
interventions to address any co-occurring conditions. In some cases, medications
might be used to manage symptoms such as anxiety or attention difficulties.

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5. DEVELOPMENT OF CHILDREN WITH SPECIAL NEEDS

The development of children with special needs has special educational needs that
vary depending on the type of their condition, if they have learning problems or
disabilities that make it difficult for them to learn compared to most children of the same
age. An examples they face are problems with school work, communication or
behavior. In addition, early intervention of special educational needs is an appropriate
educational plan and an environment that supports their progress is very important.
However it is important to recognize and celebrate their achievements even if they are
modest, providing constant support and encouragement will improve the skills of
children with special needs. An example of the development of children with special
needs can involve those diagnosed with autism spectrum disorders at a young age.
Early on, children may show social interaction challenges such as difficulty making eye
contact or engaging in conversation. However, what makes children with special needs
unique is that they exhibit repetitive behaviours or deep interests in certain topics. With
continued support from family, educators and therapists, the child can continue to grow
and reach their full potential and they can even achieve challenging achievements.
However, their journey may involve various obstacles to their progress which shows
the importance of early intervention and support adapted for children with special
needs.

• Autism level 1 (mild)

Children with stage 1 autism, characterized by mild delirium, have a
developmental journey influenced by their unique special needs. Early
intervention is important to focus on improving social communication skills,
understanding emotions and managing sensory sensitivities. Additionally, they
may benefit from specialized educational programs tailored to their unique
strengths and challenges. For example, the development of children with
special needs requires therapy such as applied behavior analysis (ABA) and
social skills training can help their development. However, with support and
understanding in a positive environment, children with autism level 1 can make
significant progress, learn to interact socially and thrive in their various
environments.

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• Autism level 2 (moderate)
Children with autism 2, characterized by moderate symptoms that require
comprehensive support to address their developmental needs. Early
intervention is important to focus on them to improve communication skills,
social interaction and adaptive behavior. In other words, they may benefit from
an individualized education plan (IEP) that includes specific instruction and
accommodations to address their challenges. Examples of therapy for children
with autism in level 2 are speech therapy, occupational therapy and social skills
training that are often recommended for them. However, with early intervention
and continued support. Children with autism at level 2 can show significant
progress in their development, improving their ability to communicate, interact
with others and engage in meaningful activities. Additionally, celebrating their
achievements and forming a supportive community is essential to their
success.

• Autism level 3 (severe)

This is the most severe form of Autism Spectrum Disorder. Children with Level
3 Autism require very substantial support. Their communication struggles are
much more severe than those at levels 1 and 2. They often have a hard time
understanding and responding to social cues, which can lead to significant
difficulties in daily life. Their behavior can be highly restricted and repetitive,
and they might be extremely resistant to change. The focus for these children
should be on providing a structured environment and consistent routine, along
with intensive therapies to help them develop necessary skills.

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6. WHAT IS THE BEST PRACTICE THAT SCHOOL OR CENTRE
CAN ORGANIZE FOR THE CHILDREN WITH SPECIAL NEEDS
AND HELPS THE TO IMPROVE THEIR SKILLS

One effective practice is individualized education plans (IEPs), tailored

to each child's unique needs. Additionally, providing a supportive and inclusive
environment, specialized instruction, assistive technologies, and regular
communication between educators, parents, and specialists can greatly
enhance the skills development of children with special needs. Additionally,
incorporating inclusive activities and peer interactions can foster social and
emotional growth.

Provide extra instructional time every day for students who struggle. Students
who have difficulty achieving grade-level standards often need more time for
instruction to catch up and keep up with their peers. To support children on the
autism spectrum in early childhood to plan tasks, it is recommended to break
the steps down and be mindful not to give too much information at once. Having
the child repeat back the instructions can help you know they have heard and
understood the steps. Specialist schools are for children with additional
educational needs. Some cater for children with a range of needs like
intellectual disability, which can include autistic children. Others are specifically
for autistic students. Strive for quality rather than quantity. Smaller assignments
broken down over chunks of time can help the child stay calm and focused.
Make positive comments such as “It's going well,” “You're doing fine,” and “Well
done.” Kids with autism need the boost in self-esteem. Creating a well-designed
classroom that has clearly defined work stations and visual cues can greatly
increase the independence of your students. Make sure you have plenty of
visual cues, reduce clutter, and as much as possible remove distracting visuals
and auditory stimulation. Always make sure to speak to autistic students in
clear, simple language that uses visual cues such as pointing. Thinking about
a student's sensory needs and adapting their learning environment can also
prevent sensory overload and potential meltdowns. Autistic children tend to do

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best when they have a highly-structured schedule or routine. Again, this goes
back to the consistency they both need and crave. Set up a schedule for your
child, with regular times for meals, therapy, school, and bedtime. Try to keep
disruptions to this routine to a minimum.

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7. REFERENCES

NHS. (n.d.-a). Signs of autism in children. NHS choices.

https://www.nhs.uk/conditions/autism/signs/children/

Children with special educational needs. nidirect. (2021, July 2).

https://www.nidirect.gov.uk/articles/children-special-educational-needs

Autism and special needs - call aces for autism therapy. Autism And Special
Needs - Call ACES For Autism Therapy. (2023, February 3).
https://www.acesaba.com/autism-special-
needs/#:~:text=Autism%20is%20a%20lifelong%20developmental,is%20the%
20fastest%2Dgrowing%20disability.

Teaching strategies for students with special needs. (n.d.).

https://www.positiveaction.net/blog/teaching-special-education-strategies

Centers for Disease Control and Prevention. (2022, March 28). Signs and
symptoms of autism spectrum disorders. Centers for Disease Control and
Prevention. https://www.cdc.gov/ncbddd/autism/signs.html

Gavin, M. L. (Ed.). (2018, June). Autism Factsheet (for Schools) (for parents) |
nemours kidshealth. KidsHealth. https://kidshealth.org/en/parents/autism-
factsheet.html#:~:text=Autism%20is%20one%20of%20the,%2C%20social%2
C%20and%20behavior%20challenges.

What are symptoms of autism? (n.d.-a).

https://www.geniuslane.co.in/post/what-are-symptoms-of-autism

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