Intellectual Disability
Department of Education and Early Childhood Development. (1998). Program for Students with Disabilities Guidelines 2013. Student Wellbeing and Engagement Division School Education Group Department of Education and Early Childhood Development: Melbourne. (p. 27)
Autism Spectrum Disorder
Department of Education and Early Childhood Development. (1998). Program for Students with Disabilities Guidelines 2013. Student Wellbeing and Engagement Division School Education Group Department of Education and Early Childhood Development: Melbourne. (p. 28)
Definition
The term 'autistic spectrum disorders' is often used as an umbrella term to cover autism, Asperger's syndrome and Pervasive Developmental Disorder Not Otherwise Specified. Autism Spectrum Disorders (ASDs) are neurodevelopmental disorders that cause substantial impairments in social interaction and communication and are associated with unusual behaviours and interests.
Asperger's Syndrome (AS) was included in the latest edition of the diagnostic system for the first time in 1994. It is distinguished from ‘autistic disorder’ in two areas: 'normal early language development’ and normal or above average intelligence; thus only early language development differentiates it from high-functioning autism (HFA).
Individuals who fail to meet the criteria for autistic disorder or Asperger's Syndrome, but present with one or more of the triad of impairments, may be diagnosed as Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS.) This little researched category also includes 'atypical autism' indicating the presence of two of the impairments, a sub-threshold pattern of characteristics or later onset/identification.
(Autism Spectrum Australia, 2012)
The term 'autistic spectrum disorders' is often used as an umbrella term to cover autism, Asperger's syndrome and Pervasive Developmental Disorder Not Otherwise Specified. Autism Spectrum Disorders (ASDs) are neurodevelopmental disorders that cause substantial impairments in social interaction and communication and are associated with unusual behaviours and interests.
Asperger's Syndrome (AS) was included in the latest edition of the diagnostic system for the first time in 1994. It is distinguished from ‘autistic disorder’ in two areas: 'normal early language development’ and normal or above average intelligence; thus only early language development differentiates it from high-functioning autism (HFA).
Individuals who fail to meet the criteria for autistic disorder or Asperger's Syndrome, but present with one or more of the triad of impairments, may be diagnosed as Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS.) This little researched category also includes 'atypical autism' indicating the presence of two of the impairments, a sub-threshold pattern of characteristics or later onset/identification.
(Autism Spectrum Australia, 2012)
- Click here to watch an Autism Awareness (2009) Commercial:
- Click here to watch an Autism Spectrum Australia Community Service Announcement:
Prevalence and implications for education
In Australia and overseas, autistic spectrum disorders are becoming more prevalent and demand on services and support is growing. We know that people with ASDs have varied and complex needs and many require support across their life course, from formal and informal services and from their families and communities.
According to Autism Spectrum Australia (2012), childhood recollections describe visual distortions, tactile defensiveness and sound sensitivity. Reports have been complemented by retrospective parental accounts and home movie studies that found characteristics including reduced eye contact, unusual motor movements and abnormal response to sound in infants who were later diagnosed with an ASD. Confirming the evidence from first hand accounts and infancy studies, recent survey investigations have found a significantly higher incidence of sensory sensitivities among the children with ASDs than age-peers.
Ashburner and Ziviani’s (2007) study of 28 high-functioning children with ASDs enrolled in regular schools examines the possible impact sensory processing in the classroom. Results of the study describe difficulties in filtering out irrelevant stimuli and being distracted from activities, with sensory stimuli at times becoming overwhelming, causing confusion, overload and fear. Properties of regular school classrooms, such has background noise, visual clutter and unpredictable tactile input were found to be related to challenges in attending and subsequent performance of children with ASDs. In making recommendations for the future, Autism Spectrum Australia (2012) indicate that these findings by Ashburner and Ziviani (2007) highlight the need to conduct sensory audits in classrooms found in recommendations from service providers and persons with ASDs.
Management and strategies in an educational setting
No matter the educational setting, each child with an ASD will need different types and levels of support during their education. The educational outcomes for individuals with an ASD can be influenced by an ‘ASD friendly’ educational environment (Department of Human Services, 2009).
An ASD friendly school environment includes:
Additional School Resources and Support Networks:
Autism Spectrum Australia (2012) hold numerous workshops that range from Understanding Behaviour in Children with Autism to Positive Behaviour Support to an Introduction to Autism Spectrum Disorder and Mainstream School Strategies.
Socialisation and Communication Plan:
http://www.dcp.wa.gov.au/Resources/Documents/Documented%20Education%20Planning/GuidelinesForImplementingDocumentedPlans.pdf
Useful websites:
http://www.autismspectrum.org.au/a2i1i1l445l487/welcome.htm
http://www.autismspectrum.org.au/index.php?mn=2-1-1-3&option=com_content&view=article&id=148&Itemid=149&Itemid=149
http://raisingchildren.net.au
http://www.autismvictoria.org.au/policy/documents/autism_state_plan_000.pdf
www.autismhelp.info
http://www.psychology.org.au/publications/tip_sheets/learning/
http://www.healthinsite.gov.au/topics/Intellectual__Developmental_and_Learning_Disabilities
http://www.autism-essentials.com/index.php?gclid=CIrfwanazbMCFXFUpgodaSYAKA
In Australia and overseas, autistic spectrum disorders are becoming more prevalent and demand on services and support is growing. We know that people with ASDs have varied and complex needs and many require support across their life course, from formal and informal services and from their families and communities.
According to Autism Spectrum Australia (2012), childhood recollections describe visual distortions, tactile defensiveness and sound sensitivity. Reports have been complemented by retrospective parental accounts and home movie studies that found characteristics including reduced eye contact, unusual motor movements and abnormal response to sound in infants who were later diagnosed with an ASD. Confirming the evidence from first hand accounts and infancy studies, recent survey investigations have found a significantly higher incidence of sensory sensitivities among the children with ASDs than age-peers.
Ashburner and Ziviani’s (2007) study of 28 high-functioning children with ASDs enrolled in regular schools examines the possible impact sensory processing in the classroom. Results of the study describe difficulties in filtering out irrelevant stimuli and being distracted from activities, with sensory stimuli at times becoming overwhelming, causing confusion, overload and fear. Properties of regular school classrooms, such has background noise, visual clutter and unpredictable tactile input were found to be related to challenges in attending and subsequent performance of children with ASDs. In making recommendations for the future, Autism Spectrum Australia (2012) indicate that these findings by Ashburner and Ziviani (2007) highlight the need to conduct sensory audits in classrooms found in recommendations from service providers and persons with ASDs.
Management and strategies in an educational setting
No matter the educational setting, each child with an ASD will need different types and levels of support during their education. The educational outcomes for individuals with an ASD can be influenced by an ‘ASD friendly’ educational environment (Department of Human Services, 2009).
An ASD friendly school environment includes:
- Educational staff, including student support services officers and teacher aides, are knowledgeable about ASD.
- Children and young people with an ASD are accepted and assisted to realise their potential.
- The child or young person’s potential vulnerability is recognised
- The child or young person is protected and treated with respect, and their dignity is safeguarded
- Parents are invited to work in partnership with education staff
- There is some flexibility regarding the range of educational options and curriculum
- Appropriate teaching strategies are employed.
Additional School Resources and Support Networks:
Autism Spectrum Australia (2012) hold numerous workshops that range from Understanding Behaviour in Children with Autism to Positive Behaviour Support to an Introduction to Autism Spectrum Disorder and Mainstream School Strategies.
Socialisation and Communication Plan:
http://www.dcp.wa.gov.au/Resources/Documents/Documented%20Education%20Planning/GuidelinesForImplementingDocumentedPlans.pdf
Useful websites:
http://www.autismspectrum.org.au/a2i1i1l445l487/welcome.htm
http://www.autismspectrum.org.au/index.php?mn=2-1-1-3&option=com_content&view=article&id=148&Itemid=149&Itemid=149
http://raisingchildren.net.au
http://www.autismvictoria.org.au/policy/documents/autism_state_plan_000.pdf
www.autismhelp.info
http://www.psychology.org.au/publications/tip_sheets/learning/
http://www.healthinsite.gov.au/topics/Intellectual__Developmental_and_Learning_Disabilities
http://www.autism-essentials.com/index.php?gclid=CIrfwanazbMCFXFUpgodaSYAKA