Exceptionality Review #1

Jordan Ross
EDTE 532
Introduction
The exceptionality I have chosen to review is Autism Spectrum Disorder (ASD). ASD is
something I am interested in learning more about because during my experience in education I have
encountered many students with this disorder. I feel it is important for me, as a teacher, to understand this
exceptionality so I can create a more inclusive, safe and effective learning environment for these students.

Definition
According to the American Psychiatric Association's Diagnostic and Statistical Manual of Mental
Disorders (5th ed., rev.), Autism, or autism spectrum disorder, is defined as a range of conditions
characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication,
as well as by unique abilities and characteristics. Researchers have discovered that autism runs on a
spectrum, with varying levels of severity and disability. All levels of autism are brought on by different
combinations of genetic and environmental influences (Ratajczak, 2010).

Characteristics
The characteristics that children with ASD portray may be very different from one to another.
Some children may show very few of the characteristics of autism and others may have symptoms in
every area. The areas of function where ASD can cause deficits are: language problems, restricted
activities or interests, and sensory problems (American Psychiatric Association, 2013).
The severity of difficulties with language can vary immensely in children in ASD. Some may
never acquire verbal language, while others may develop an extensive vocabulary. However, no matter
what the level of vocabulary, most children with autism cannot produce a back and forth conversation.
Due to impaired language skills and difficulty verbalizing their needs, many autistic children will develop
destructive behavioural patterns that attracts attention in order to get their needs met (Park, Yelland,
Taffe, Gray, 2012). Some of these behaviours include: grabbing things from other students, throwing
tantrums, yelling, clapping, and jumping.
Children with ASD may experience restrictions in their interests and activities, as well as
insistence on sameness (Bishop, Hus, Duncan, Huerta, Gotham, 2013). For example, some children with
ASD will repetitively line-up a car set, that other children would use to pretend they are racing at a race
track. Additionally, children with ASD may be unable to take part in imaginative play and become very
anxious in many social interactions; may also be fixed on their daily routines (Bishop, Hus, Duncan,
Huerta, Gotham, 2013). Any changes made to these routines can be very upsetting to these children and
will most likely cause an extreme emotional response.
Many children with autism are hypersensitive to sensory input, or else seeking different sensory
input than typical interaction with the environment provides (Little, Ausderau, Sideris, Baranek, 2015).
This causes a major problem for these children trying to function in the sensory world. Sensation seeking
can be for sound, movement, and proprioceptive input and can include behaviours that look like: rocking
back and forth, flapping hands, tapping foot, and rubbing hands together. There can also be sensory
avoidance behaviours due to hypersensitivity to sensation which can look like: oppressing sounds by
covering their ears, clapping to drown out other sounds, self-harm behaviour if they are too overwhelmed,
or withdrawing completely. Of course these are just some examples, and sensation seeking or avoidance
can present very differently in different children (Little, Ausderau, Sideris, Baranek, 2015).

Learning Challenges

There are some learning challenges that seem to be common for children with ASD. One
challenge is finding internal motivators for achievement as children with ASD typically don’t take pride
in their work, or get enjoyment from participating in a task socially with peers. Another difficulty is that
social reinforcements that are typically used in classroom settings such as eye-contact, or pats on the back
may not be effective for children with ASD and may even be perceived as threatening. The classroom
environment itself may be too overstimulating due to noise, lights, and movement which may make it
impossible for a student with ASD to take in any information. Finally, another common difficulty in
students with ASD is rigidity in routines and rules so that any new activity or task may cause distress. For
example, a child with ASD may have learned to take off his/her shoes at home, so they may insist in
taking their shoes off at school as they overgeneralize the rule and cannot discriminate between
environments (Ontario Ministry of Education, 1990).

Behavioural Challenges

There can be many behavioural challenges when working with students with ASD. Some
examples of common behaviour challenges include: refusal of requests, disruptive outbursts, aggressive
behaviour to themselves or others, or inappropriate or disruptive self-stimulation behaviours (Raising
Children Network, 2017).

Assessment

It is important to do a thorough assessment of the strengths and weaknesses of individual

students. These assessments include: observations, interviews, and academic/functional tests.
 Assessment should be individualised using Universal Designs for Learning (UDL). This should
focus on behaviours and skills that will be beneficial to the students’ present and future life in school and
the world at large.
Observations should be objective and descriptive. They should include age appropriate
interactions, language skills, responses within the classroom and to transitions.

Learning Strategies
Learning strategies that may be used with autistic students include: consistent routines, visual
images to accompany verbal information, frequent breaks, the use of students interests in activities, peer
buddies, body breaks, quiet space, class discussions about autism and how to respond to the behavior their
peer with ASD may demonstrate. The autistic child should be encouraged but not forced to participate
and there should be an alternative activity ready for the student. Depending on the severity of the autism,
an IEP may be developed for the student and an education assistant may be required to assist the student
to participate in learning. Finally, the caregivers of the children with autism will be experts in their own
child and will be a crucial resource to liaise with when thinking of strategies to best help a student with
ASD learn (Child Autism Parent Café, 2015).

Additional Resources:
- http://pdf.raisingchildren.net.au/pdf.aspx
- http://raisingchildren.net.au/articles/autism_spectrum_disorder_learning.html
- https://www.ted.com/talks/wendy_chung_autism_what_we_know_and_what_we_don_t_know_y
et
- http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismSpecDis.pdf
 References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders : DSM-
5(5th ed.). Arlington, VA: American Psychiatric Association.

Bishop, S., Hus, V., Duncan, A., Huerta, M., Gotham, K. (2013). Subcategories of restricted and
repetitive behaviors in children with autism spectrum disorders. Journal of Autism and
Developmental Disorders, 43(6),1287-1297.

Child Autism Parent Café. (2015). Intervention strategies for teaching students with ASD in
inclusive classrooms. Retrieved on 20 January 2018 from http://www.child-autism- parent-
cafe.com/autism-students-in-inclusive-classrooms.html

Little, L.M., Ausderau,K., Sideris, J., Baranek, G.T. (2015). Activity participation in and sensory features
in children with autism spectrum disorders. Journal of Autism and Developmental Disorders,
45(9), 2981-2990.

Ontario Ministry of Education. (1990). Special education monographs No.4: Students with autism.
Retrieved from on 18 January 2018 from
http://www.edu.gov.on.ca/eng/general/elemsec/speced/monog4.html#ASSOCIATED

Park, C.J., Yelland, G.W., Taffe, J.R., & Gray, K.M. (2012). Brief report: The relationship
between language skills, adaptive behavior, and emotional and behavior problems in pre-
schoolers with autism. Journal of Autism and Developmental Disorders, 42(12).

Raising Children Network. (2017). Challenging behavior: Children and teenagers with autism
spectrum disorder. Retrieved 17 January 2018 from
http://raisingchildren.net.au/articles/autism_spectrum_disorder_managing_behaviour.htm l
Ratajczak, H.V. (2010). Theoretical aspects of autism: Causes-- a review. Journal of
Immunotoxicology, 8(1).