Due to the fact that autism includes a very wide range of disorders, it encompasses a plethora of spectral disorders that in and of themselves require a further examination with regards to a broader understanding of special education…
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However, such a limited understanding of special education is incomplete and belies the true nature of human development, potential, and the infinite complexities that exist within the human brain. As such, this brief paper will analyze Asperberger’s syndrome within the broader context of special education and the unique opportunities that such a syndrome represents to both the educational system, the individual suffering from it, and society at large. Firstly, Aspergers disease has only recently begun to be more fully understood than it has in the past. Previously, it was almost invariably wrongly lumped in together with a host of autism spectrum disorders that neither related to it nor helped to define it very well. Although it is an autism disorder, the ways in which the syndrome itself is exhibited and understood are quite different from those that other autism disorders display. Furthermore, due to the fact that the disease is little understood and exhibits itself predominately among boys, it is oftentimes misdiagnosed by teachers, family members, and even professionals as a type of obsession or compulsion that is merely indicative of certain phase of development and will necessarily pass with time.
In this way, the reader can adequately see that although medical experts claim the syndrome may affect as many as 3% of the population, it is oftentimes misunderstood, under diagnosed or misdiagnosed (Baylis 2011). Furthermore, like any autism spectrum disease, Aspergers itself can of course exhibit varying degrees of severity. In this way, although some members of the student body may be easily identified, others may not. As with a host of autism spectrum disorders, the societal interpretation of Aspergers is particularly troublesome. Whereas a degree of empathy and understanding can oftentimes be evoked with relation to more traditional and typical forms of autism, Aspergers oftentimes illicit unhealthful responses from those that do not fully understand it within society. For instance, as Aspergers is defined by a host of symptoms to include: overly obsessive behavior with reference to a particular interest, topic, or hobby, inability to understand the emotional responses of others, social integration issues, and a host of other issues, individuals within society oftentimes misinterpret these as evidence of the fact that the child is merely “nerdy”, “anti-social”, “preoccupied”, or just “weird” (Wheeler 2011). Obviously, such labels do not help in either fostering a greater understanding of the disease or promoting key resources that can be utilized to engage with those that suffer from or seek to provide a degree of treatment and/or development. Similarly, to a wide range of autism spectrum diseases, Aspergers syndrome is non-curable and nominally treatable with pharmaceutical and/or therapeutic means. Of course this does not mean that the individual suffering from it cannot benefit from having an understanding therapist or psychiatrist prescribe a particular regimen or drug plan; however, it is merely meant to show that the disease is invariably something that an individual suffers with for the remainder of their lives (Merchan-Naranjo et al 2012). With regards to the effects on the student, the disease exhibits these in different ways depending on the degree of severity. The disease is also dependent upon the
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This report delves into the teacher’s conscientiousness in creating a welcoming atmosphere for children with diverse abilities. It specifically discusses how a child with AS in a 1st grade class setting may able to show his potentiality among other students.
These children need physiological (feeding, sheltering, dressing, guarding against disease and concupiscence), psychological (love, being loved, being accepted, learning, safety, being successful, getting attention, self-esteem, self-actualization, etc.) and social ( friendship relations, being a member of a group, social security, social status, independence, etc.) supports which are not generally satisfied.
Asperger syndrome (AS) has received relatively little attention in American special education until recently. This term paper focuses on recognition of Asperger syndrome as a specific disorder and responsibilities on those who work with and treat those individuals with the disorder to more fully understand and meet their special needs.
From this definition, it is clear that education is a very wide field with various areas of focus. This essay purposes to concentrate on special education as an area of education, which caters for learners with exceptionalities. Every child deserves to be educated on how to live a self-determining and fulfilling life, despite having physical, mental, or any other disabilities.
The Asperger's syndrome belongs to a group of neurodevelopment disorders, characterized as one of the autism spectrum disorders. The affected people have behavioral difficulties and use much of the sign language thus end up developing social patterns of interactions that can be difficult to understand, International Society for Research in Child and Adolescent Psychopathology (1973).
Even then, individuals with autistic spectrum disorders suffer from lifelong and pervasive disorders. These conditions affect the functioning of the individual almost at all levels. The most significant problem is impairment of communication leading to disorganised and devastating social relationships.
Specific techniques for helping the child with Asperger’s Disorder are detailed in both the social and academic areas of the child’s life. Diagnosing Asperger’s Disorder in order to effect treatment is suggested. Medications that
The purpose of this paper is to present a traditional review of literature on PBS interventions for children with autism with a specific focus toward classroom special education teachers. The paper will conclude with identification of the most critical educational implications for classroom special education teachers regarding PBS intervention for children with autism.
The argument suffices if the people to whom the education or schooling program is intended to have special needs or in a euphemized situation and state are “enabled differently.” Thus, in order for the students or people with special needs or
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