LOW INCIDENCE DISABILITIES

IRINA CHECORSKISPED500

AUTISM SPECTRUM DISORDER (ASD)

It is a neurological disorder that typically shows signs before the age of three which hinders development in social and communication skills.

• Delayed speech and language skills, repeats words or phrases over and over (echolalia), child will give answers to questions which do not relate to the topic; talks in a flat, robot-like voice.

Communication Skills

• Lines up toys or other objects; plays with toys repeatedly in the same way; does not like to interact with other children/adults; very organized

• Upset by minor changes; obsessive interests; flaps hands, rocks body, or spins themselves in circles

Unusual Interests and

Behaviors Related to ASD

• Does not respond to name by 12 months of age, avoids eye-contact; plays alone; makes strange facial expressions; doesn't understand personal space boundaries; will not feel comforted by others when feeling distress.

Social Skills

Autism

A child who is displaying any handicapping condition of significant developmental delay which challenge the child in two or more of the five main life actions:

Significant Developmental Delay

Physical activity in gross motor skills

• not able to move around and have coordination, strength and/or balance, cannot hold toys.

Cognitive activity

• difficulty to acquire information, imitate, classify, problem solving skills in regular everyday child play.

Communication activity• inability to use expressive language or receptive language,

such as listening, receiving and understanding language. Having age-appropriate words and ability to form words/sentences that are coherent

Significant Developmental Delay

Emotional activity

• inability to feel and express emotions, interact with people (socially), have a positive sense of self, develop any friendships or bond with family members or any adults for that matter.

Adaptive activity

• inability to care for self and have built an independence which is age-appropriate - eating, toileting, dressing and hygiene tasks.

Significant Developmental Delay

A combination of disabilities causing children to require severe educational requirements. major life activities (not limited to): caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working.

Multiple Disability

Caring for oneself unable to care for self and

have built an independence which is

age-appropriate - eating, toileting, dressing and

hygiene tasks

Performing manual tasks

use of hands or legs to manipulate toys or use

of legs for walking/movement.

Speaking and communicating

incapable, incomprehensible

Visually impaired, hearing, eating,

and sleeping inability

MULTIPLE DISABILITY

Difficulty or incapable of... Autism Spectrum Disorder

Significant Developmental

DelayMultiple

Disability

Caring for oneself eating, toileting, dressing and hygiene

tasks

X X

Physical activity in gross motor skills - no moving, no

coordination, strength and balance

X X

Express emotions, interact with people or bond with people

(socially)

X X X

Difficulty to acquire, information, and regular

everyday child play.

X X X

Visually impaired, hearing, eating, and sleeping inability X x

Difficulty with expressive or receptive language skills X X X

DISABILITIES COMPARISON

AUTISM SPECTRUM DISORDER TEACHING STRATEGIES & MODIFICATIONS

Need to be individualized Demonstrate and model expected skills Provide visual schedules

(events in a location easily seen by the student) Schedule can be written out (use of picture symbols –

for understanding) Adjusting the number of items that the student must complete. Giving extra time if needed to accommodate fine-motor deficits. Peer or paraprofessional support Varying the modes for student response (i.e.: writing may be

allowed responses or verbally answer questions) Modifying environment (desk should be as close to the teacher) A quiet zone in the classroom Sensory materials, like a bean bag or stress ball

SIGNIFICANT DEVELOPMENTAL DELAY TEACHING STRATEGIES & MODIFICATIONS:

Seating arrangements (work better at an individual desk)Pairing with a capable buddy that can assistMinimizing distractions and the possibility for over stimulation Need to be consistent with classroom routinesPredictability are important to a student with developmental

delaysUsing a daily planner with a schedule writtenObjects or photos representing the daily activityA visual timer (allows child to see when they can move on to

the next task)Age appropriate materials

(similar to same aged peers)

MULTIPLE DISABILITES DISORDER TEACHING STRATEGIES & MODIFICATIONS

Predictable routines - so child is able to know what to expect

Same sequence of routines on a daily basisSpecific cueing: auditory, visual or tactile Adaptive communication (if necessary)Hand-over-hand guidanceBehavioral intervention and supportSelf-management skills to dress, eat and other daily

functional skills

REFERENCES

Website: Learn the Signs of Autism (https://www.autismspeaks.org/what-autism/learn-signs - Retrieved 7/7/15)

Website: How Kids with Developmental Delay Develop (http://www.howkidsdevelop.com/developDevDelay.html. Retrieved July, 7 2015)

Website: Inclusion Strategies for Students with Autism (http://www.learnnc.org/lp/editions/every-learner/6692. Retrieved July, 7 2015)

Website: Multiple Disabilities(http://www.parentcenterhub.org/repository/multiple. Retrieved July, 7 2015)