Rockport Elementary Presents Autism Speaks
Principal Scot French Special Needs Teachers Alison Brewer Angie Fortwendel Developmental Preschool Teacher Janet Schipp Therapists Dubois, Spencer, Perry Exceptional Children s Co-Op Speech Pathologist Becky Haaff Special Needs Assistants John Bell Kari Coomes Jessica Scott Zack Shelton
Autism Basics What does autism look like? Autism is a term commonly used for a group of neuro-developmental disorders also known as Pervasive Developmental Disorders (PDD) or Autism Spectrum Disorders (ASD). The core symptoms of autism are challenges related to: communication social interaction restrictive or repetitive behaviors and interests Individuals with autism can also experience other difficulties, including medical issues, differences in coordination and muscle tone, sleep disturbances, altered eating habits, anxiety or disordered sensory perceptions. The features, abilities and severity of symptoms vary considerably among individuals with autism. These differences may also present as exceptional abilities, and autism can occur with or without other learning challenges. It is important to think of each individual with autism as intelligent, even if language or behavioral difficulties might not reveal abilities in the way one might expect.
Characteristics A student with autism may display some or all of the following characteristics, which may represent challenges from a certain perspective, or strengths from another.: Difficulty understanding language, gestures and/or social cues Limited or no speech, or verbalizations that repeat or maintain a particular topic Limited or no eye contact Difficulty relating or participating in a back-and-forth conversation or interaction Social awkwardness Intense or odd interests in unusual topics or objects, unusual play Repetitive behaviors, such as pacing or lining things up, spinning, hand flapping, or rocking More or less sensitivity to light, sound, smell, taste or touch than usual Abnormal fears and/or lack of appropriate fear of real dangers Difficulty managing transitions, changes in routine, stress, frustration Strong visual skills Good rote and long term memory (math facts, sports statistics, etc.) Adherence to rules, Honesty Intense concentration or focus, especially on a preferred activity Understanding and retention of concrete concepts, patterns, rules Musical, mathematical, technological or artistic ability or interest
Where does it come from? There is no known cause of most cases of autism, though the best scientific evidence points toward a combination of genetic and environmental influences. Autism is a neurological/biological disorder, not a psychological/emotional condition. Autism is found in all social, racial and ethnic groups, and is 3-4 times more prevalent in boys than in girls. Autism occurs in 1 out of 88.
Sensory Perception and Sensory Integration Everyday, we receive or integrate a great deal of information from our senses. We use this information to organize our behavior and successfully interact in our world. Think about our senses: sight, hearing, touch, taste, and smell. These are just the basic senses. These are senses are part of entire sensory systems that are essential to survival. These include: Vestibular sense: the knowledge of the position of one s body in relation to gravity, balance and movement, which is used for gross motor, fine motor, establishing handedness, even the simple task of being able to come down a slide or ride a playground swing without falling off would be effected. Proprioception sense: the internal awareness of the position of one s joints and muscles in space, reflexes, which allows you to lift a spoon to your mouth without spilling, tying a shoe, visual discrimination, lift, carry, sit, stand, stretch, lie down. When the process of sensory integration is disordered, a number of problems in learning, motor development, or behavior may be observed and the simplest of tasks can be perceived as something unreliable, inconsistent, or threatening. You don t feel the usual security, safety, and fun that other children experience.
Sensory Diets o Brushing o Weighted vests o weighted balls o Crash mats o Swings o Joint compressions o Oral stimulation o Movement Compression with a weighted ball Vestibular Therapy Speech and Language Therapy
Ten Things Every Child with Autism Wishes You Knew By Ellen Notbohm
1. I am first and foremost a child. I have autism. I am not primarily autistic. My autism is only one aspect of my total character. It does not define me as a person
2. My sensory perceptions are disordered.
3.Please remember to distinguish between won t (I choose not to) and can t (I am not able to).
4. I am a concrete thinker.
5.Please be patient with my limited vocabulary.
6.Because language is so difficult for me, I am very visually oriented.
7.Please focus and build on what I can do rather than what I can t do.
8.Please help me with social interactions.
9.Try to identify what triggers my meltdowns.
10. Love me unconditionally.
Patience. Patience. Patience. Work to view my autism as a different ability rather than a disability. Look past what you may see as limitations and see the gifts autism has given me. It may be true that I m not good at eye contact or conversation, but have you noticed that I don t lie, cheat at games, tattle on my classmates or pass judgment on other people? Also true that I probably won t be the next Michael Jordan. But with my attention to fine detail and capacity for extraordinary focus, I might be the next Einstein. Or Mozart. Or Van Gogh. They had autism too. The answer to Alzheimer s, the enigma of extraterrestrial life -- what future achievements from today s children with autism, children like me, lie ahead? All that I might become won t happen without you as my foundation. Be my advocate, be my friend, and we ll see just how far I can go.