Autism Spectrum Disorder - Essay Example

Autism Spectrum Disorder: Case Study  Introduction Autism or Autism Spectrum Disorder does not discriminate with regard to economic, social, educational, ethnic or racial background; it has the capacity to affect any child or family (ASA 2009). In addition, since there is currently no definite biological indicator or test for autism, accurate diagnosis is primarily based on behavioral examinations and assessments, which are mostly historical reports, as well as observations. In most instances, these strategies depend on information from diverse sources such as teachers, health care providers and parents. Appreciation of autism is rapidly intensifying as research intensifies regarding various elements of the disorder. As the nation and the entire globe struggle to gain succinct knowledge of the disorder, teachers and parents continue to seek ways of meeting the requirements of children diagnosed with the disorder, both in the classroom and at home. This paper will examine the autism disorder, describing its effects on children’s educational needs and abilities, as well as the support presently available to children diagnosed with autism. According to the Autism Society of America (2009), autism presents in the initial two years of a child’s life. The number of people diagnosed with autism in the US is currently unknown, which, in turn, presents a challenge to education stakeholders who are unable to anticipate the full scope of needs presented by autistic children in terms of their acquisition of proper education. However, it is well known that at least one in 91 children in the US suffer from autism, and this number is rapidly increasing globally (CDC 2009). Autism is one of the fastest growing disabilities linked to development with a yearly cost of at least $90 billion in terms of health care, education and research. The CDC estimates that in the next decade, the yearly cost of autism will be between $200 and $400 billion. With the increasing prevalence, as well as cost associated with autism, it is clear that there is a need for extensive research. Autism is quiet a complicated developmental disorder, which emanates from a neurological disorder that impacts the brain’s functioning. Autism affects child development, particularly in areas such as communication abilities and social interaction. Both autistic adults and children present immense difficulties in non-verbal and verbal communication, play and leisure activities and social interactions (ASA 2009). At present, there is no cure for autism although at times children who present with autism make astonishing progress that, with time, they no longer manifest full symptoms of the disorder. Autism is regarded as treatable, especially taking into account the vast variety of treatments available, as well as diverse techniques known to assist or cure autistic persons, and novel ones constantly invented. Currently, the picture of autism is bright with certain researches indicating that early diagnoses, as well as interventions applied early in children’s lives, for instance, the preschool period, are likely to cause significant positive implications on ensuing symptoms and skills (NICHD 2002, p. 140). Research evident indicates that early intervention produces immense positive outcomes for children with autism (Maurice 1998, p. 59). Various intervention models endorse different program elements, but all models lay immense emphasis on appropriate, intensive and early educational interventions used for young children. Since autistic children experience immense difficulty in communication, coupled with the fact that language is primarily a cultural and social artifact, effective instruction in the classroom becomes uniquely difficult (McEachin, Smith & Lovaas 1993, p. 366). Contrary to their typical peers, autistic children are exceptionally apt to present symptoms of uneven skill development, which are often the precursors to reading and learning (Lanter & Watson 2008, p. 36). It is largely unclear the precise oral language capabilities of children with autism may play a part in their success in reading. Studies that consider these elements are mostly limited in terms of duration and scope. Lanter and Watson (2008, 39) propose various key strategies that promote literacy in autistic children: firstly, instructors should steer away from reading readiness models; secondly, instructors dealing with autistic children should engage the children in shared book readings and promote story retelling. Additionally, instructors should also promote dialogue concerning storybooks, teach literacy within natural perspectives, make use of language experience tactics and label objects within the classroom to enhance sight word recognition. While most children with autism are capable of demonstrating skills, which are directly linked to literacy, the children are often considered as too cognitively impaired or unready for instruction in this vital area (Mirenda 2003, p. 274). Teachers and school administrators have concerns regarding the adequacy of literacy instructions for autistic children and are constantly seeking means to adapt, as well as learn new and effective ways of instructing children with autism (Baron-Cohen, Leslie & Frith 1985, p. 38). To date, children with autism are more and more being integrated in general education class environments in which literacy skills are high priorities (Simpson, De Boer-Ott & Smith-Myles 2003, 121). Lanter and Watson (2008, 40) note that the 2004 Individuals with Disabilities Education Improvement Act (IDEA) requires schools not only to offers students with learning disabilities sufficient access to general education curriculum, but also to assist those children attain the academic standards specified in the curriculum. In addition, it is both essential and critical that administrators and teachers play an active role in providing support for classroom literacy instructions while simultaneously collaborating in assisting children with autism attain curriculum standards. Teachers and administrators should also prepare for literacy standardized tests, which is required by the 2001 No Child Left Behind Act. These strategies have the effect of helping autistic children attain high levels of success in their academic lives, employment, as well as other significant life skills (Catts, Aldolf & Ellis-Weismer 2006, p. 279). Through the examination of the attainment of literacy in children with autism, teachers acquire the ability to establish individualized curricula, which prove helpful to all teachers who teach the autistic population. Additionally, teachers gain the aptitude to fulfill the needs of all students by acquiring new pedagogical techniques. Previous research indicates that the probability of a child with autism becoming literate and proficient in class activities is dependent not only on research aimed at developing and implementing appropriate techniques, but also on recording the literacy abilities in the autistic population; this theory continues to hold true (Young 2009, p. 167). Researchers have long emphasized the relationship between the performance of preschool children with regard to their print knowledge and their ensuring attainments in skilled reading (National Early Literacy Panel, 2004; Storch & Whitehurst 2002, p. 936). Clay (1996, p. 64) developed the notion of emergent literacy to illustrate children pre-reading behaviors. Since then, the term has been profoundly popularized by the understanding of the link between writing, oral language and reading. Emergent literacy essentially refers to the writing and reading abilities of children who have not yet attained literacy. Over time, children benefit immensely from exposure to events and activities, which promote literacy. As a consequence, print-rich environments are common occurrences to the experience of a majority of children growing up within families with literate parents. Autistic children also attain superior literacy levels when their teachers and parents read to them. Notably, reading to young children, particularly those who suffer from developmental disorders such as autism profoundly impacts their language development and their later capacities to learn how to read and write. Other notable benefits of constantly reading to young, autistic children lies in the fact that autistic children often become adept listeners (Maurice 1998, p. 87). Listening to stories often assists autistic children develop effective thinking abilities since, while they reflect on the stories they hear, the children learn effective ways of logical thinking, learn about cause and effect relationships, as well as sequencing. In addition, stories also enhance the experiences of children and assist them develop robust imaging capabilities. Storytelling also helps autistic children to appreciate other people’s feelings (Baron-Cohen, Leslie & Frith 1985, p. 44). Educators and education stakeholders are increasingly beginning to appreciate how the perceptions of teachers dictate the literacy opportunities available to children, the degree of exposure they receive, the length of time these perceptions are offered and how much school peers and family expect (Baron-Cohen 2007, p. 42). However, there are many concerns, as well as apprehensions expressed within the school community following the full inclusion of students with learning disabilities in general education classrooms. While most children with autism are capable of demonstrating skills, which are directly linked to literacy, they are often set back by perceptions that they are either unready for instruction of extremely cognitively impaired (Mirenda 2003, p. 277). Notably, classroom instructors can only become positive and comfortable with the inclusion of children with disabilities such as autism in the classroom if they are first able to acquire first hand experiences on how to instruct such children. Instructors who engage, as well as communicate frequently with autistic children can effectively alter their beliefs and values in order to be consistent with an all-encompassing school philosophy (Simpson, De Boer-Ott & Smith-Myles 2003, p. 124). Therefore, the perceptions of instructors influence the learning outcomes for children with autism, especially with regard to the issue of literacy. Literacy is essentially every form of speaking, thinking, listening, writing and reading, which are vital for academic, as well as social success. At present, instructors support literacy in autistic children by engaging the students in languages through which the children express themselves (Lanter & Watson 2008, p. 38). Instructors’ perceptions on the acquisition of literacy are critical since they not only impact the manner in which children with disability receive instruction, but also possess lifelong implications of both achievement and adjustment. The key challenges encountered in providing effective and appropriate instruction for autistic children demand exceptional commitment, as well as skills from contemporary teachers within inclusive settings. Paraprofessionals, general and special education teachers constantly report feelings of hopelessness and incompetence in terms of their training geared towards fulfilling the unique needs of autistic children. In instances when educational tasks are within children’s zones with regard to their proximal developments, the children typically comprehend the nature of the tasks. As a consequence, children with autism typically need unique instruction coupled with individualized attention. Moreover, the development zone of autistic children may be more regressed than that of typical children; hence autistic children may exhibit little or no comprehension of the required task. In most instance, teachers who lack specialized training essential in dealing with students with autism are likely to struggle determining the appropriate format or approach, which fosters success for autistic students. Historically, literacy instructions, which include writing and reading, for students who present developmental disabilities have not been sufficiently emphasized. Notably, it is paramount that literacy becomes an instructional priority to ensure that students with developmental disorders, regardless of their class levels, attain desired post-school results and make sufficient progress, particularly within an appropriate curriculum framework (Browder, Wakeman, Spooner, Ahlgrim-Delzell & Algozzine 2006, p. 397). Gaining an appreciation of the processes through which autistic children acquire literacy skills allows educators to appreciate and meet the children’s needs. This is particularly essential because the number of children diagnosed with autism increases every year. Available literature supports the argument that early intervention, especially in the classroom environment provides autistic students with a better chance at attaining literacy and academic excellence (Baron-Cohen 2008, p. 40). Similar to other forms of developmental disorders, children with autism demonstrate the best outcomes when early identification is coupled with intensive, effective intervention. Therefore, the notion of emergent literacy enables autistic children to develop literacy skills early in life as a result of constant exposure to literacy events, literacy artifacts, as well as responsive peers and adults. Thus, it is evident that children with autism are also capable of acquiring literacy skills provided their educators make use of effective strategies that produce significant impacts in terms of literacy acquisition. Educators collaborate with families, parents and professionals from other fields such as medicine, but none of these stakeholder’s jobs is less demanding or more fulfilling than another’s. This is because the stakeholders make the efforts on behalf of autistic children; thus it is critical to believe that high commitment levels are tantamount to the children leading minimally restricted lives with positive prognosis as a result of those who actively learnt and acted on the children’s behalf. As a result of the shifting face of literacy witnessed in the 21st century, it is vital that educators take into accounts ways of assisting autistic students develop literacy skills through the use of multiple text forms, which include conventional typographic print. Autistic students perform exceptionally when they learn literacy skills through various media forms. For instance, autistic students who lag behind their peers with regard to language proficiency benefit rather immensely from numerous encounters with a single story presented through multimedia features (Young 2009, 165). Appreciating how young, autistic children become traditionally literate is a compelling task for instructors and researchers since approximately one third of children encounter learning difficulties, which, in turn, influence later academic attainments. The use of visual artifacts enables autistic learners to grasp class content such as early language using a medium that the children not only prefer but also require. Through meaning-making events, curricula loaded with chances for authentic encounters with literacy, as well as other meaningful and purposeful work becomes possible. The reduction of class activities such as storytelling or play and intense emphasis on print-related knowledge can potentially inhibit effective ontological work of early childhood, which results in literacy learning. Educators should change the way they approach young, autistic learners by appreciating the significance of the growth of the self that reads, as well as self capabilities, which are developed in the course of early childhood years in education. According to Maurice (1998, 74), autistic children typically get the most out of the narrative impulse, which ensues during their earliest forms of representational drawings, the talks that supplement drawing events and the tendencies to develop stories through drawings. Autistic children typically develop educationally as a result of student talks, as well as teacher conversations, which are based on social learning theory that allows students to make inquiries. Student talks enable teachers to engage autistic students within a literacy setting and provide opportunities for directing, instructing, questioning, praising and assessing the students (McEachin, Smith & Lovaas 1993, p. 361). Psychologists posit that children between one and three years construct fundamental rules for gestural, visual and linguistic forms of reference, which they later use for communication. Researchers link language, graphic symbols and play as shared bases for autistic children’s cognitive development (Lanter & Watson 2008, p. 40). Students with autism are often emotionally and developmentally a number of years behind schedule of their actual chronological age. As a consequence, written language often proves difficult for autistic students, and in most instance, the physical act involved in forming the letters presents a challenge. Presently, schools provide for avenues for autistic students to express themselves artistically. Artistic expression enables autistic students to translate their knowledge and perceptions into other modalities or media so as to express meaning (Browder et al. 2006, p. 396). Since autistic students present strong intelligences in artistic expression such as drawing, educators should allow autistic children access to information and skills through the use of alternative symbol systems, which match the students’ intelligences. Conclusion Children with autism mostly require developmental help in utilizing a variety of approaches to enhance learning within the classroom. As a consequence, educators should carefully plan intervention strategies for fit all autistic children’s current needs, as well as abilities. It is evident that such intervention strategies are extremely successful when they remain consistent with the students’ long term goals and plans. Areas of autism intervention primarily take into consideration the key diagnostic features of autism insufficiencies with regard to communication and social instruction, but also incorporate other pertinent aspects such as learning. The National Research Council on Educating Children with Autism emphasizes numerous priorities for classroom intervention tailored for autistic children (McEachin et al. 1993, p. 368). They include, among others, the establishment of spontaneous and functional communication, social instruction within diverse settings, enhancing peer play capabilities and play skills and positive behavioral intervention, particularly for problematic behaviors. In addition, effective interventions also include enhancing both cognitive and academic growth, for instance, problem solving skills and integrating functional academic capabilities into the mainstream classroom setting. References Autism Society of America (ASA) 2006, What are autism spectrum disorders? 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