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V2 3-identifying autism-winter

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1. Identifying Students with Autism in the Classroom Dr. Mary Ann Winter-Messiers, Ph.D. University of Oregon-Laos Inclusive Education Project July 2015 1University of Oregon Laos Inclusion Project 2015 Identifying Students with Autism in the Classroom 2. What can teachers look for to identify students who may have autism? 2University of Oregon Laos Inclusion Project 2015 3. Remember View each child as an individual. Think about the behaviors you see in the child. Do not find a reason to continually justify behavior that is not typical. Take action to find out what is really going on. 3University of Oregon Laos Inclusion Project 2015 4. Review: What is Autism? Autism is a group of disorders that originate in brain development, affecting the brain and the body, and primarily recognized by social difficulties, communication challenges, and narrow, repeated behavior patterns. 4University of Oregon Laos Inclusion Project 2015 5. Six Potential Areas of Challenge in Students Who May Have Autism Social Skills Communication Skills Uncontrolled Emotion Theory of Mind Sensory Sensitivity Special Interest Areas 5University of Oregon Laos Inclusion Project 2015 6. Area #1: Social Skills The abilities people use to interact successfully with other people, including knowing how to: be polite and respectful, speak and behave in a variety of social situations, show care for others; and share thoughts and opinions appropriately. Individuals with autism must be taught social skills. 6University of Oregon Laos Inclusion Project 2015 7. The student does not play with other children as expected. He or she may not appear interested in playing and may not know how to join in the games. 7University of Oregon Laos Inclusion Project 2015 8. The student uses actions or words to initiate socially that are not appropriate for his or her age or intellectual abilities in other areas. 8University of Oregon Laos Inclusion Project 2015 9. The student will play alone or in a parallel style (instead of interactively with other children) when it is no longer age- appropriate. 9University of Oregon Laos Inclusion Project 2015 10. The student has difficulty with unexpected changes in the environment, This is true even when changes are explained to the student in advance. Examples: Teacher is absent, a stranger is teaching School schedule changes 10University of Oregon Laos Inclusion Project 2015 11. The student may be unable to look at other people in the eyes. 11University of Oregon Laos Inclusion Project 2015 12. Area #2: Communication Skills The ability to express needs, desires, thoughts, feelings, and opinions to others through verbal (or other type) and body language. Students with autism may or may not be able to speak with their voices. 12University of Oregon Laos Inclusion Project 2015 13. The student does not seem to have natural, conversational social turn- taking, especially with children his or her own age. 13University of Oregon Laos Inclusion Project 2015 14. The student does not seem to understand subtle, social cues such as time to end a conversation or time for someone else to talk. 14University of Oregon Laos Inclusion Project 2015 15. The student is more comfortable talking with adults or youth than children his or her own age. 15University of Oregon Laos Inclusion Project 2015 16. Area #3: Uncontrolled Emotion Difficulty managing one's own strong emotions, such as happiness, anger, excitement, fear, and sadness. People with autism often have difficulty controlling their emotional expression to communicate their feelings appropriately and not be overwhelmed by them. Students with autism must be taught how to do this. 16University of Oregon Laos Inclusion Project 2015 17. The student may not be able to control his or her emotions, positive or negative, such as excitement, fear, anger, happiness, or sadness. 17University of Oregon Laos Inclusion Project 2015 18. The student appears to others to be centered on him or herself, not caring about others. This is often NOT true of children with autism! 18University of Oregon Laos Inclusion Project 2015 19. Area #4: Theory of Mind The ability of people to understand that they each have their own thoughts, beliefs, feelings, knowledge, desires, and opinions, while also understanding that their thoughts, beliefs, feelings, knowledge, desires, and opinions may be different from other people's. Individuals with autism often think that other people have the same thoughts, beliefs, feelings, knowledge, etc., that they do. 19University of Oregon Laos Inclusion Project 2015 20. The student has difficulty with Theory of Mind Taking the perspective of other students is quite challenging for these children, even if the situation is explained. What if the students Special Interest Area is sinks? 20University of Oregon Laos Inclusion Project 2015 21. The student may not understand the impact of his or her words and actions on other students or teacher. 21University of Oregon Laos Inclusion Project 2015 22. Area #5: Sensory Sensitivity Vulnerability to sensory input, either too much or too little. This sensitivity can affect how people experience information taken in through sight, hearing, taste, smell, touch, and balance. Some people with autism need more sensory input while others need less. 22University of Oregon Laos Inclusion Project 2015 23. The student is especially sensitive to sensory input affecting the senses: light, sound, taste, smell, touch, or balance. may want more or less of certain sensory input, such as more or less light, or more or less noise level. seems to hear selectively, sometimes appearing Deaf. 23University of Oregon Laos Inclusion Project 2015 24. Area #6: Special Areas of Interest Those passions that capture the mind, heart, time, and attention of individuals with autism, providing the lens through which they view the world. Not hobbies! Especially true for students with higher- functioning autism. 24University of Oregon Laos Inclusion Project 2015 25. The student's interests seem restricted and repetitive. The student chooses certain objects or activities to the exclusion of all others. 25University of Oregon Laos Inclusion Project 2015 26. It Can Be Done 26 It can be difficult to identify a child who may have autism among many other students. Looking for these signs in a cluster and over time will help you to identify students who may have autism. University of Oregon Laos Inclusion Project 2015 27. Important! Do not allow a student who may have special needs to move from one grade to the next without evaluation and support. Waiting does NOT work. Take action right away to learn what is going on with the student Provide special support for the student 27University of Oregon Laos Inclusion Project 2015 28. These children depend on us to speak for them. 28University of Oregon Laos Inclusion Project 2015