TYPES OF DISABILITIES:
AUTISM
Objectives:
At the end of this module you are able to:
a. Identify the types, characteristics and ways for inclusion of autistic learners,
b. internalize and understand the condition of autistic students,
c. share an ideas and opinions about the autistic learners.
Introduction
In the field of education the main goal of every educators is to mold and prepare their learners
to become a valued and successful citizen of the country. In molding the students we are
looking to the holistic aspects and these are cognitive, affective and psychomotor. On the other
side we are also considering the learners’ background, religion, age, condition etc. or the
factors that affecting the holistic being of a learner.
Education is a right not a privilege, education is not only for the child who was born normal but
also to those who have conditions that needs to be emphasized and understand in order for
them to grow and become a good citizen of the country.
You as a future educator what are the ways in your mind to deal with learners with special
need? How can you make your classroom inclusive? How can you shape the minds of people in
breaking the stigma?
Discuss
Autism
Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized
by challenges with social skills, repetitive behaviors, speech and nonverbal communication.
“Autism” means a developmental disability significantly affecting verbal or nonverbal
communication and social interaction, generally evident before age three (3) that adversely
affects a child's educational performance.
Types of Autism
1. Asperger’s Syndrome
➢ A child with level 1 spectrum disorder will have above average intelligence and strong
verbal skills but will experience challenges with social communication.
SYMPTOMS:
➢ Inflexibility in thought and behavior
➢ Challenges in switching between activities
➢ Executive functioning problems
➢ Flat monotone speech, the inability to express feelings in their speech, or change their
pitch to fit their immediate environment
➢ Difficulty interacting with peers at school or home
2. Rett Syndrome
➢ a rare neurodevelopmental disorder that is noticed in infancy.
➢ the disorder mostly affects girls, although it can still be diagnosed in boys.
SYMPTOMS:
➢ Loss of standard movement and coordination
➢ Challenges with communication and speech
➢ Breathing difficulties in some cases
3.Childhood Disintegrative Disorder (CDD)
➢ known as Heller's syndrome or disintegrative psychosis, is a neurodevelopmental
disorder defined by delayed onset of developmental problems in language, motor skills,
or social function.
➢ a child experiences normal development in these areas only to hit a snag after age three
and up to age 10.
The child may lose any of the following skills and abilities:
➢ Toileting skills if they had already been established
➢ Acquired language or vocabularies
➢ Social skills and adaptive behaviors
➢ Some motor skills
4.Kanner’s Syndrome
➢ discovered by psychiatrist Leo Kanner
➢ Doctors also describe the condition as a classic autistic disorder. Children with Kanner's
syndrome will appear attractive, alert, and intelligent with underlying characteristics of
the disorder such as:
—Lack of emotional attachment with others
—Communication and interaction challenges
—Uncontrolled speech
—Obsession with handling objects
—A high degree of rote memory and visuospatial skills with major difficulties learning in
other areas
5.Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS)
➢ is a mild type of autism that presents a range of symptoms. The most common
symptoms are challenges in social and language development.
➢ delays in language development, walking, and other motor skills.
LET’S DIAGNOSE!
Directions: Analyzed the information and provide the right answer and the box provided.
: “Hi I am Kernel, I am 9 years old I am obsessed with holding toys and I intend to put
them in my pocket the whole time.”
: “Hi Doc Kursty! I have this patient named Penelope, a 6 year old girl, and I have
noticed something that is unusual she’s unable to walk like other girls at her age and
sounds like 3-4 years old can you help me?”
: “Hello? This is Deborah Williams I am kind of worried about my son Sammuel, he’s a
4 year-old boy, this past few days I have seen that at times he is losing his balance,
having hard time in speaking simple words. Something that is not the same before.”
Characteristics of Autism
1.Extreme sensitivity to normal stimuli
• sensitivity to normal stimuli, such as sounds, lights, reflections, textures, or other stimuli
that we may not even notice.
2.Unusual mannerisms
• hand flapping, bouncing on toes, body rocking or swaying, and holding parts of his body
in unusual positions
3. Unusual emotions
• may appear extremely distressed, perhaps crying or asking for something over and over,
even when officers are attempting to console the individual or actually trying to provide
whatever was requested.
4. May appear unaware of surroundings
• they may walk or stand in the street, seeming to be unconcerned about the cars around
them.
5. May have some type of object in hand or pocket, perhaps something unusual
6.May not follow basic instructions
WATCH ‘EN SEE
Directions: Watch the video and list at least five (5) characteristics of autism you’ve seen and
discuss the scenario.
https://www.youtube.com/watch?v=6eS2CBMSZ4E
Possible Difficulties inside the Classroom
❑ Difficulty with social skills, including recognizing and responding to other people’s
feelings, reading nonverbal cues, and navigating social norms.
❑ May struggle with sensory processing and may avoid or seek out sensory input.
❑ Motor skills can be impaired in students with ASD, and may require a great deal of
concentration or effort that interferes with a student’s ability to concentrate on the
material being presented.
Inclusion and Accommodation inside the Classroom
1. Sensory Breaks
• Sensory overload can be overwhelming for students with autism. Providing sensory
breaks throughout the day can help students regulate their sensory needs and improve
their focus.
2. Visual Schedules
• Visual schedules can help students with autism understand the structure of their day
and reduce anxiety. A visual schedule can include pictures or symbols that represent
different activities throughout the day.
3. Quiet Spaces
• Quiet spaces can provide a safe and calming environment for students with autism to
take a break from sensory overload or social interactions.
4. Noise-Cancelling Headphones
• Noise-cancelling headphones can help students with autism block out distracting sounds
and focus on their work.
5. Fidget Toys
• Fidget toys can provide a sensory outlet for students with autism and improve their
focus.
6. Preferential Seating
• Placing students with autism in a quiet area of the classroom or away from distractions
can help them focus on their work.
7. Positive Reinforcement
• Positive reinforcement can motivate students with autism to complete tasks and improve
their behavior. This can include verbal praise or rewards.
8. Clear Expectations
• Clear expectations can reduce anxiety and confusion for students with autism. Teachers
can provide clear instructions and expectations for assignments and classroom behavior.
9. Social Skills Training
• Social skills training can help students with autism improve their communication and
social interactions with peers.
10. Peer Mentors
• Peer mentors can provide social support and guidance for students with autism in the
classroom.
11. Breaks Between Activities
• Breaks between activities can help students with autism transition between tasks and
reduce anxiety.
12. Assistive Technology
• Assistive technology, such as speech-to-text software or digital organizers, can help
students with autism complete assignments and stay organized.
13. Modified Assignments
• Modified assignments can help students with autism complete tasks at their own pace
and level of understanding.
14. Individualized Education Plans (IEPs)
• Individualized Education Plans (IEPs) can provide a customized education plan for
students with autism that includes specific accommodations and goals.
15. Sensory-Friendly Classrooms
• Sensory-friendly classrooms can create a safe and supportive environment for students
with autism. This can include sensory-friendly lighting, seating, and materials.
TEACHER W/ A HEART!
“Recently, the Department of Education announced of lacking of
facilities to accommodate learners’ with special needs. Private
schools are unable to accommodate these learners and the
Department advised that SPEd learners’ should enroll in regular
public schools. You have just started your career as a teacher in
regular program and there is already a autistic student enrolled in
your class, how can ensure and maintain the inclusivity inside the
classroom?”
REFERENCES:
https://www.specialeducationguide.com/disability-
profiles/autism/#:~:text=Autism%2C%20as%20defined%20by%20Individuals,p
erformance.%E2%80%9D%20This%20federal%20definition%20then
https://www.medicoexperts.com/different-types-of-autism-spectrum-disorder/
https://www.hhs.texas.gov/services/disability/autism/autism-training-
opportunities/autism-spectrum-disorders-training-program-first-
responders/module-4-common-behavior-characteristics-individuals-autism-
spectrum-disorder-asd
https://www.graduateprogram.org/2021/01/the-challenges-students-with-
autism-face/
https://www.crossrivertherapy.com/autism/accommodations-for-students
