AUTISM Megan Mc Neil Nicole Kennedy Elizabeth Mac

AUTISM Megan Mc. Neil, Nicole Kennedy & Elizabeth Mac. Lellan

WHAT IS AUTISM? Severe developmental disorder that begins at birth or within the first two-and-a-half years of life o o 1 in 150 children are diagnosed with autism o 2 other autism spectrum disorders: o Asperger Syndrome - lacks delays in cognitive development and language, o Pervasive Developmental Disorder - diagnosed when full criteria for the other two disorders are not met. o usually seen in children by age 3

CHARACTERISTICS OF AUTISM o Social Interactions may prefer to be alone o may not pay attention when people are speaking to them o difficulty “joining in” o avoid eve contact o o Verbal & Non- Verbal Communication Some will communicate with gestures instead of speech o Language skills may develop and then can be lost o

CHARACTERISTICS OF AUTISM Repeated and Unusual Behaviours, Interest and Routines o May repeat actions over and over o Might fiercely depend on routine o May be insensitive to danger o Often focus obsessively on one thing, activity, idea or person. o o Responses to Sensation o auditory and visual processing problems, o Atypical sensitivities to sounds, sights, touch, taste and smells. o Pain thresholds

CHARACTERISTICS OF AUTISM o Motor Abilities o o o Effects on Learning o o o May have delays in developing fine motor skills May have difficulty walking naturally Inability to imitate others Attention span Difficulty with abstract ideas Difficulty grasping concept of time and order of events Unique Abilities o o o Accurate and detailed memory for info/facts High visual recall Long term memories

ADAPTATIONS &ACCOMMODATIONS o Visual Learners Display classroom rules 2. Assign each student to a place 3. Create visual class schedules and class formats 4. Use flash cards 5. Demonstrate! 1.

ADAPTED PHYSICAL EDUCATION Use sameness in structure Remove extra distractions Create predictable transitions from one activity to another. Choose safe activities Be conscious of the length of time for each activities Incorporate repetitive behaviors

SAFETY &PRECAUTIONS o Structure o Typically overloaded by external sensory input o Schedule visible to the children also helps them prepare for transitions and not be taken off guard o Insensitive to fear

FURTHER INFORMATION. . Texas Women’s University o http: //www. twu. edu/ o Autism Society of Nova Scotia o http: //www. provincialautismcentre. ca/ o Canadian Autism Society o http: //www. autismsocietycanada. ca o

AN UNSUNG HERO. . Jason Mc. Elwain – “J-Mac”

REFERENCES • http: //www. autism. com/autism/ • http: //www. helium. com/items/728580 - adapted-pe-for-autistic-children • http: //www. autismsocietycanada. ca • http: //www. mentalhelp. net/poc/view_doc. php? type=doc&id=8766&cn=20