NAME:Carol Nawrocki And Jeff Mrozak TOPIC:Autism and Aspergers
Question Answer (including fully cited resources) How is your disability defined by the federal and state laws? (Consider federal education laws such as IDEA & NJ spec ed code.) Autism and Aspeberger’s Syndrome are part of Autism Spectrum Disorders. They include Rett Syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified. The federal definition of Asperger’s syndrome falls under the umbrella of the definition given to Autism given below. Autism A developmental disability significantly affecting verbal and nonverbal communication and social interaction. The term shall have the meaning given it in federal law at 34 CFR 300.7. Federal Definition: 1. Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (b) (4) of this section. 2. A child who manifests the characteristics of "autism" after age 3 could be diagnosed as having "autism" if the criteria in paragraph (c)(1)(i) of this section are satisfied Retrieved 1/01/2008 from http://www.doe.mass.edu/sped/links/autism.html It is included IDEA04 ASD categories
New Jersey’s Definition of Autism Syndrome: 2. "Autistic" means a pervasive developmental disability which significantly impacts verbal and nonverbal communication and social interaction that adversely affects a student's educational performance. Onset is generally evident before age three. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routine, unusual responses to sensory experiences and lack of responsiveness to others. The term does not apply if the student's adverse educational performance is due to emotional disturbance as defined in (c)5 below. A child who manifests the characteristics of autism after age three may be classified as autistic if the criteria in this paragraph are met. An assessment by a certified speech-language specialist and an assessment by a physician trained in neurodevelopmental assessment are required. http://www.nj.gov/education/code/current/title6a/chap14.pdf
Asperger’s is also defined by the state of New Jersey as an “educational impairment” (State of New Jersey, Department of Education, 2008).
What are the developmental characteristics of persons with this disability? (Cognitive, social, emotional, physical, and levels of functioning.) Autism: The level varies from mental retardation to high functioning. All seem to have problems functioning socially they do not have physically disabilities.
Asperger’s Syndrome: There are 7 characteristics of Asperger’s. They are: insistence of sameness, impairment of social interaction, restricted range of interests, poor concentration, poor motor coordination, academic difficulties, and emotional vulnerability (Williams, 1995)
If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? This would include academic and social support. Autism: I would first look at the students IEP and see what has worked for other teachers. Then after reading accommodating for inclusive environments from Introduction to Special Education by D. Gold I would follow the steps listed. I would then make sure the assignments are at the student’s level and would not frustrate them. Also I will assign homework buddies to the whole class so some immediate social interaction is made.
Asperger’s Syndrome: Children with AS do not have a recipe for how they learn (Williams, 1995). There is no one text book method that can be applied to a student with special needs in a general education classroom, just as there is no text book method for a student without a severe disability. It is up to the teacher in a general education classroom to gather, observe and learn about each individual disability that they may have in their classroom.
I would first research the disability; request a meeting with the child study team, and also with the student’s parents. It is important to ensure that the maximum level of comfort is created for a student with Asperger’s. Student’s with AS do not do well with outside stress, and they do not deal well with transition within the classroom that they are not expecting. There may be certain things that are not in the student’s IEP that you could get from the parents. This may be a small tidbit that would help the student relax in a stressful environment.
Another important strategy to bring to the classroom for the student with AS would be discussing the syndrome with the entire class. It is important that they gain an understanding of the disorder, and accept the student with AS into the classroom. This would also cut down on the level of stress and also help with the emotional vulnerability aspect of Asperger’s.
What resources would help you as a teacher to serve this child? (websites, agencies, people within your school, curriculum materials: 2 or 3 line description for each resource is required.) Austism: http://www.teachervision.fen.com/autism/teaching-methods/10154.html This web site had articles on direct skill instruction. Prompting procedures and peer initiation. This looks like a site that I would use often as a resource.
http://www.autismtoday.com/understanding.htm This magazine has up to date information on the subject and new things that are being done in the class room.
I would use the child study team members when needed depending on the problems I am having. I might have an inclusion teacher working with me and we would work on the curriculum together.
I would also seek out special education teachers for help to adapt my plans to work with an autistic student while not drastically altering them for the rest of the students.
If I were teaching high school I could work with the Division of Vocational Rehabilitation in transitioning of the student to supported employment.
Asperger’s Syndrome: There are endless resources available to educators on the internet for Asperger’s Syndrome. One excellent information site and agency for AS is the “Asperger Syndrome Education Network (ASPEN)” The web address is Aspennj.org. This site fully explains what AS is, works as an online community for families that suffer from the syndrome, offers resources and workshops for families and educators, and also keeps you up to date on new findings with the syndrome and laws.
Another excellent resource for AS is the “Learning Disabilities Association of America”. This is a great source to learn about all disabilities that affect our students, and also offers strategies to utilize in the classroom.
A good online community for student’s with Asperger’s is the “Asperger’s Friend Network”. It can be found on the internet at Aspergersfriends.com. This site offers AS support groups, links to various AS sites as well as special education laws.
When dealing with a student with AS it is important to also utilize all of the resources a school may have available. This would include a one on one aide for the student, the school counselor, and it would also be helpful to gain the advice of any other teacher who may have had the experience of an AS student. It would also be helpful (when appropriate) to discuss with the student what he or she may need to make their environment as stress free as possible.
This blog is designed as a resource tool for teacher candidates learning about special education and students with special needs. Small groups within the class will create their own blogs about specific students with special needs, such as children with ADHD, and then link that blog to this central site.Each blog will contain information about the federal and state definition of the disability group, the general physical, social, cognitive, and emotional developments, as well as useful resources for teachers.
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Disability Reference Blog Template
NAME:Carol Nawrocki And Jeff Mrozak TOPIC:Autism and Aspergers
Question Answer (including fully cited resources)
How is your disability defined by the federal and state laws? (Consider federal education laws such as IDEA & NJ spec ed code.) Autism and Aspeberger’s Syndrome are part of Autism Spectrum Disorders. They include Rett Syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified.
The federal definition of Asperger’s syndrome falls under the umbrella of the definition given to Autism given below.
Autism
A developmental disability significantly affecting verbal and nonverbal communication and social interaction. The term shall have the meaning given it in federal law at 34 CFR 300.7.
Federal Definition:
1. Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (b) (4) of this section.
2. A child who manifests the characteristics of "autism" after age 3 could be diagnosed as having "autism" if the criteria in paragraph (c)(1)(i) of this section are satisfied
Retrieved 1/01/2008 from http://www.doe.mass.edu/sped/links/autism.html
It is included IDEA04 ASD categories
New Jersey’s Definition of Autism Syndrome:
2. "Autistic" means a pervasive developmental disability which significantly impacts verbal and nonverbal communication and social interaction that adversely affects a student's educational performance. Onset is generally evident before age three. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routine, unusual responses to sensory experiences and lack of responsiveness to others. The term does not apply if the student's adverse educational performance is due to emotional disturbance as defined in (c)5 below. A child who manifests the characteristics of autism after age three may be classified as autistic if the criteria in this paragraph are met. An assessment by a certified speech-language specialist and an assessment by a physician trained in neurodevelopmental assessment are required.
http://www.nj.gov/education/code/current/title6a/chap14.pdf
Asperger’s is also defined by the state of New Jersey as an “educational impairment” (State of New Jersey, Department of Education, 2008).
What are the developmental characteristics of persons with this disability? (Cognitive, social, emotional, physical, and levels of functioning.) Autism:
The level varies from mental retardation to high functioning. All seem to have problems functioning socially they do not have physically disabilities.
Asperger’s Syndrome:
There are 7 characteristics of Asperger’s. They are: insistence of sameness, impairment of social interaction, restricted range of interests, poor concentration, poor motor coordination, academic difficulties, and emotional vulnerability (Williams, 1995)
If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? This would include academic and social support. Autism:
I would first look at the students IEP and see what has worked for other teachers. Then after reading accommodating for inclusive environments from Introduction to Special Education by D. Gold I would follow the steps listed. I would then make sure the assignments are at the student’s level and would not frustrate them. Also I will assign homework buddies to the whole class so some immediate social interaction is made.
Asperger’s Syndrome:
Children with AS do not have a recipe for how they learn (Williams, 1995). There is no one text book method that can be applied to a student with special needs in a general education classroom, just as there is no text book method for a student without a severe disability. It is up to the teacher in a general education classroom to gather, observe and learn about each individual disability that they may have in their classroom.
I would first research the disability; request a meeting with the child study team, and also with the student’s parents. It is important to ensure that the maximum level of comfort is created for a student with Asperger’s. Student’s with AS do not do well with outside stress, and they do not deal well with transition within the classroom that they are not expecting. There may be certain things that are not in the student’s IEP that you could get from the parents. This may be a small tidbit that would help the student relax in a stressful environment.
Another important strategy to bring to the classroom for the student with AS would be discussing the syndrome with the entire class. It is important that they gain an understanding of the disorder, and accept the student with AS into the classroom. This would also cut down on the level of stress and also help with the emotional vulnerability aspect of Asperger’s.
What resources would help you as a teacher to serve this child? (websites, agencies, people within your school, curriculum materials: 2 or 3 line description for each resource is required.) Austism:
http://www.teachervision.fen.com/autism/teaching-methods/10154.html
This web site had articles on direct skill instruction. Prompting procedures and peer initiation. This looks like a site that I would use often as a resource.
http://www.autismtoday.com/understanding.htm
This magazine has up to date information on the subject and new things that are being done in the class room.
I would use the child study team members when needed depending on the problems I am having. I might have an inclusion teacher working with me and we would work on the curriculum together.
I would also seek out special education teachers for help to adapt my plans to work with an autistic student while not drastically altering them for the rest of the students.
If I were teaching high school I could work with the Division of Vocational Rehabilitation in transitioning of the student to supported employment.
Asperger’s Syndrome:
There are endless resources available to educators on the internet for Asperger’s Syndrome. One excellent information site and agency for AS is the “Asperger Syndrome Education Network (ASPEN)” The web address is Aspennj.org. This site fully explains what AS is, works as an online community for families that suffer from the syndrome, offers resources and workshops for families and educators, and also keeps you up to date on new findings with the syndrome and laws.
Another excellent resource for AS is the “Learning Disabilities Association of America”. This is a great source to learn about all disabilities that affect our students, and also offers strategies to utilize in the classroom.
A good online community for student’s with Asperger’s is the “Asperger’s Friend Network”. It can be found on the internet at Aspergersfriends.com. This site offers AS support groups, links to various AS sites as well as special education laws.
When dealing with a student with AS it is important to also utilize all of the resources a school may have available. This would include a one on one aide for the student, the school counselor, and it would also be helpful to gain the advice of any other teacher who may have had the experience of an AS student. It would also be helpful (when appropriate) to discuss with the student what he or she may need to make their environment as stress free as possible.
Please take a look at this video it has useful information about autism.
http://www.whatkindofworlddoyouwant.com/videos/view/id/408214
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