Abilities of Children with Autism - Literature review Example

Addressing Autism Autism is a developmental disorder that affects the brain’s normal development of communication and social skills and appears in the first three years of life (Baron-Cohen, 1995). It causes restricted and repetitive behavior, which starts before the child is three years old. It has a strong genetic basis, and in rare cases, is associated with agents and cause birth defects (Baron-Cohen, 1995). It is estimated that one to two persons have autism per 1,000 people, and the number of autism cases has dramatically increased since the 1980s, a fact which may be attributed to the changes in diagnostic practice. More than 1.5 million people are affected by autism in the United States alone and research shows that families with one child diagnosed for autism have a 2 to 8 percent chance of having another child with the same diagnosis (Baron-Cohen, 1995). Autism is considered third to mental retardation and cerebral palsy as the most common developmental disability. People with autism miss the body language and facial expressions of people and sometimes even the big picture, and instead focus on less social relevant details, which in turn, affect interpersonal bonds (Science News, 2007). Impacts on the Family Increased health care, educational, and behavioral expenses are associated with childhood autism with the family earning 14% less income due to the financial and personal attention that it has to allot to the child, such as a higher use of childcare services (Montes and Halterman, 2008: 201). Studies also show that parents who have children with autism are 7 times more likely to report that employment decisions are affected by childcare problems (Montes and Halterman, 2008: 202). Majority of pre-school-aged children with autism spectrum disorder are given care in community settings, with a little percentage of parents providing them an exclusive parental care (only 3 percent). The expenses entailed for autism are estimated at 14 percent less income than demographically comparable households, alongside the likelihood for fathers to report in a full time employment compared with other fathers with children without such diagnosis. A possibility is posed on the burden of autism on the family economy, which is mediated by different employment choices made by caregivers as an answer to inadequate community resources (Montes and Halterman: 202). Research also suggests that parents with children diagnosed for autism often lack the needed community-based services and resources for family obligations and support work. With this, families would tend to accommodate family life and work to the behavior and needs of the child with autism, often limiting their capability to explore careers that need more attention on job responsibilities and tasks. It is thus apparent that families with children diagnosed for autism tend to balance family life and job responsibilities, which is oftentimes not undertaken by other families without such disability. Parents also need to adjust their schedule with that of the child in school, especially if the child is preschool-aged who needs a critical community resource through the available and stable childcare services that meet both the child’s needs and the parent’s work schedule. Research shows that there is an unknown (but is believed to be high) rate of expulsion for children with developmental problems from privately funded child care centers, with the fact that the private sector is not restricted by expulsions, which are present in the public sector (Montes and Halterman, 2007: 202). The family has to coordinate continuously with childcare providers and autism practitioners in order to keep track of the progress of the child, which entails additional costs. Moreover, the mother is often likely to stay home and do a full-time mothering task or just work part-time. As mentioned, the father is likely to work fulltime, which is traced to responding to financial necessities that come along with autism. Realistic Expectations for the Child In a study conducted by Midence (1999), parents initially have a difficult understanding about their child’s behavior and a likewise difficulty in making sense of these behavior. However, they also generally experience relief after the correct diagnosis is made, which appears that they understand and accept autism and the corresponding limitations imposed on their child. They are also enlightened about more realistic expectations of their child’s future and the proper environment that would improve the child’s adaptation to the condition of family life (Midence, 1999: 283). Children with autism are reported to enjoy reading, such as the younger ones who enjoy the Garbage Dump Bear and Wiggles books, while the older ones read the Harry Potter and Lemony Snicket series, and a number of older children are readers of Douglas Adams and J. R. R. Tolkien. Some children enjoy reading factual materials such as those related to science, technology, and history, while others prefer only fiction as well as a combination of both (Stirling, et al., 2007). Teenagers with autism have difficulty communicating with their peers, but at the same time, want to be independent from their parents. All of these suggest that although the child is diagnosed with autism, the parents can still expect a normal functioning life for them when they grow older. It is only the social skills which these children have disability for, which can be enhanced through proper care development with a practitioner, a healthy family life, and a good school setting. Functioning Capabilities Outside the Home Special educational planning and implementation are necessary in order to minimize the challenges that the child and the family face. When the child becomes an adolescent, a new set of challenges will arise, needing to be faced by the parents and the family. They have a normal life expectancy, which suggests that plans must naturally be made for their adult life. Children with autism are found to have communicative language abilities, which are considered a functioning capability. This capability is present in ether verbal or written, or both (Daily Science, 2008). They are found to possess a rich array of pragmatic abilities, not the use of metaphors though, but one in which he is able to convey the specific meaning he intends (Daily Science, 2008). This fact suggests that autism does not at all make the person disabled in all aspects of life. It also shows that autism does not suggest a total dependence on family and parents, since the individual can function as a normal human being given the proper treatment. Early Intervention and Needed Resources in School Settings Research shows that children who are diagnosed earlier for autism and are given the proper care are 66 percent more capable in their development than those who received late interventions (Science News, 2004). It indicates the importance of early intervention, which the parents primarily detect from their children who are likely to have autism. Their personal care and attention is needed for their special child along with the continuous childcare development program provided by the specialist. The types of resources needed in school settings are diverse than those children without the diagnosis. Since children with autism present unique challenges related to communication, behavior, and social skills, there is thus a special method alongside special resources needed o address this uniqueness. Children with autism need special consideration when they visit the health office for screening, administration of medication or assessment of injuries (Galinat, et al., 2005: 209). In order to adequately and properly implement individual education plans and individual healthcare plans, there must be collaboration between educators and school nurses. Community resources likewise provide valuable assistance to families, in their task to aid their children with autism. Constant and regular coordination with parents and the specialist must be likewise se by the school setting in order that the educational atmosphere will be conducive and workable for the special child. References Baron-Cohen, S. (1995) Mindblindness: An essay on autism and theory of mind. Massachusetts Institute of Technology. Galinat, K., Barcalow, K., and Krivda, B. (2005) Caring for children with autism in the school setting. The Journal of School Nursing. Vol. 21, No. 4) Midence, K. (1999) The experience of parents in the diagnosis of autism. Autism. Vol. 3, No. 3. Montes, G. and Halterman, J. (2007) Child care problems and employment along families with preschool-aged children with autism in the United States. Pediatrics. Stirling, L., Douglas, S., and Barrington, G. (2007) Phone survey of narrative capabilities in children with autism. Australian Research Council. ____ (2004) Early intervention lessens impact of autism. Science News. Retrieved on August 27, 2008 from http://www.sciencedaily.com/releases/2004/06/040616063622.htm ____ (2007) A Frown or a smile? Children with autism can’t discern. Science News. Retrieved on August 27, 2008 from [http://www.sciencedaily.com/releases/2007/05/070505164645.htm] _____ (2008) Surprising language abilities in children with autism. Science News. Retrieved on August 27, 2008 from [http://www.sciencedaily.com/releases/2008/04/080425144319.htm] Read More