Cross-Cultural Issues in Autism - Research Paper Example

? Cross- Cultural Issues Developmental Disabilities Cross- Cultural Issues Developmental Disabilities Autism is one of the most common developmental disorders in America today. It refers to the autism spectrum disorders that are part of the neurodevelopment disorder affecting the sensory processing problems. A child with this condition suffers from various social and language difficulties that include unclear communication efforts and social relations (Bridges, 2004). Other developmental disabilities such as attention-deficit hyperactivity, developmental coordination enuresis among others are normally diagnosed during childhood years. There exists little evidence for an increase in the occurrences of autism and other developmental disorders but a noticeable increase in the pervasiveness of the conditions has raised awareness of the needs of these children and their guardians (Blancher & McIntyre, 2006). Despite this rising awareness, most people are not aware of the existence of cross-cultural issues in autism and other developmental disorders. These issues influence how the children with such disorders receive treatment, enjoy public facilities, and relate with other children in relation to their ethnic cultures. The treatment is also culture-sensitive and expected to be ‘culturally competent”. A study done by Wilder et al. (2004) indicated that children with autism and other developmental disorders from the non-dominant cultures face multiple problems as compared to their native counterparts. This includes among others their beliefs in treatment procedures, languages used, and behavioral tendencies. Therapists and educators are required to understand and consider the impact of their communication and learning when dealing with parents and caretakers of children with autism and other disability disorders from diverse cultures. The guardians of children with autism are advised to implement a variety of strategies to boost communication, presenting choices and making clear responses to involuntary communication in a meaningful technique. This is because such parents should make efforts to alter the way they interact and treat the children in order to encourage them to be involved in social and communicative circumstances (Bridges, 2004). In such cases, the guardians are expected to be sensitive to the children’s culture while making various gestures, using symbols and other means to encourage social interactions and general communication. Another cultural concern on the use of different therapies is attached to various understanding levels of the children. Culture shapes individual's behavior, method of communication and other social aspects. Therefore, the use of different therapies may offer different ways of relating with other people from those taught to them by parents. This may end up confusing the children under different treatment plans. In addition, it increases the difficulties for psychiatrists and teachers offering the services to the children. While offering teaching services to children with autism and other developmental disorders, teachers and therapists use the American Academy of Pediatrics (APP) approved therapies such as Applied Behavioral Analysis (ABA), Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH), and sensory integration. This also includes the modifications in their learning environment to boost opportunities to learn, interact, and communicate. Creating awareness for the handlers of these children in accordance to cultural differences and expectations is crucial in achieving their goals. The APP approved therapies are also used to support learning in preschools and participation at home and other social places in their communities. However, studies done indicated that diversity in culture and native language has a direct impact on the kind of therapies used on children. According to the study, different adults and ethnic groups perceive the therapies differently. This is especially because of the symbols, signs and illustrations used by the systems in an effort to help them learn and interact socially. Some cultures believe that different symbols used may portray negative and incorrect meanings of the intended message. Therefore, it is important for all the therapists and teachers employing APP has proven therapies to ensure that all the signs and symbols used are suitable for all cultures and are easily understood by the children. This would help them interact with ease in school, home, and the community (Mandell & Novak, 2005). Cultural variables have a direct impact on how families accepts the medical diagnosis and the outcome of treatments for children with autism and other developmental disorders. Therefore, it is important to consider cultural diversity whenever a therapist or a doctor is examining such children and establishing a treatment plan. In addition, some cultural believes convince parents of such children on different causes of these disorders thus creating several expectations of required treatment plans (Mandell & Novak, 2005). This also includes various religions that view autism and developmental disorders as punishment from their Supreme beings. Even though the disorders are not curable, adequate training and follow-ups helps a child to adapt to a near-normal life and interact freely with people in their communities. In this regard, many doctors and psychiatrists face the culturally-based challenges that require a change in mentality of the parents of such children. As a result, some parents may opt to use traditional ways to treat their children under the assumptions that the doctors and psychiatrists are not culturally competent to handle their child’s condition (Mandell & Novak, 2005). The majority of parents in America does not understand fully why autism occurs nor do they anticipate bearing children with such conditions. Consequently, a child with autism may cause shock and negative reactions towards couples, diet, and other traditional factors. However, autism is believed to have several causes such as labor difficulties, parental neglect or simply genetically. A clear understanding of the possible causes of autism may reduce the stress and frustration in parents who seek permanent solutions to the disorders. Whenever parents understand such disorders, they can seek help from doctors. Many doctors today have embraced the cultural diversity in their diagnosis and treatment procedures that are sometimes long and difficult. According to Mandell & Novak (2005), culture may determine the number of times the parents visit a child with autism or any other developmental disorder. Psychiatrists believe that such visits in treatment facilities help in the recovery of the child and easy adoption of social interactions. In conclusion, there are increased incidences of autism and developmental disorders in the world today. Early detection of the signs and symptoms aids diagnosis of children with the disorders giving the parents a head start for providing timely intervention. Developmental disorders such as autism are part of the neurodevelopment disorder affecting the sensory processing problems. A child with this developmental disorder suffer from various social and language difficulties that comprise of unclear communication efforts and social relations. Children with autism and other developmental disorders from the minority cultures face several problems as compared to their native counterparts in enjoying services such as education, treatment, and social interactions. Thought the diagnostic procedures and treatment plans may be long and difficult, doctors and psychiatrist should always put cultural diversity into consideration. This entails working with various beliefs to help the children with these disorders by making adjustments such as omissions or inclusion of suggested therapy that work to the advantage of the suffering child. Questions 1. What are the main considerations done by doctors before providing any diagnostic procedures and treatment plans for children with autism or other developmental disorders? 2. Do the traditional means of diagnosing and treating autism and other development disorders have any positive effects on a suffering child? 3. Does culture play any role in parents’ expectations regarding any progress in speaking, social interactions and learning in suffering children? References Blancher, J. & McIntyre, L., L. (2006). Syndrome Specificity and Behavioral Disorders in Young Adults with Intellectual Disability: Cultural Differences in Family Input. Journal of Intellectual Disability Research. 50 (1). 184-198. Bridges, S., J. (2004). Multicultural Issues in Augmentative and Alternative Communication and Language. Topics in Language Disorders. 24(1). 9-11. Mandell, D. & Novak, M. (2005). The Role of Culture in Families’ Treatment Decisions for Children with Autism Spectrum Disorders. Mental Retardation and Developmental Disabilities Research Reviews. 11. 110-115. Wilder, L., Dyches, T., Obiakor, F. & Algozzine B. (2004). Multicultural Perspectives on Teaching Students with Autism. Focus on Autism and Other Developmental Disabilities. 19 (2). 103-113. Read More