EEX6246+Nature+of+Autism


 * This page is for my 1st graduate course in the Master's Exceptional Program I started at UCF in Jan. 2011 to April 29, 2011.**


 * EEX6246 NATURE OF AUTISM Dr. Cynthia Pearl**


 * __MODULE 2__: Historical Overview**


 * Online Resources:**
 * Autism History: @http://www.ama.org.br/autism-history.htm**
 * History of Autism: @http://www.autism-pdd.net/autism-history.html**
 * Autism FAQ History: @http://www.autism-resources.com/autismfaq-hist.html**


 * @http://www.grandin.com/**
 * @http://templegrandin.com/**


 * __MODULE 3__: Autism Prevalence**
 * Prevalence of Autism Spectrum Disorders-Autism and Developmental Disabilities Monitoring Network, United States, 2006**

Autism Speaks
@http://www.autismspeaks.org/

Autism Society of America
@http://www.autism-society.org/site/PageServer

Autism Society of Florida
@http://www.autismfl.com/

==Ten Things Every Child with Autism Wishes You Knew == 1. I am a child with autism. I am not "autistic." 2. My sensory perceptions are disordered. 3. Please remember to distinguish between won't (I choose not to) and can't (I'm not able to). 4. I am a concrete thinker. I interpret language literally. 5. Be patient with my limited vocabulary. 6. Because language is so difficult for me, I am very visually oriented. 7. Focus and build on what I can do rather than what I can't do. 8. Help me with social interactions. 9. Try to identify what triggers my meltdowns. 10. If you are a family member, please love me unconditionally.

by Ellen Notbohm
[|Ellen Notbohm] is a columnist for Autism/ Asperger's Digest and co-author of 1001 Great Ideas for Teaching and Raising Children With Autism Spectrum Disorders (Future Horizons). She is the mother of sons with autism and AD/HD. I hope you will pay close attention to #1 in this list, "I am a child with autism. I am not "autistic." This refers to using "person first language." The term, "autistic" is pervasive in society. It may be very difficult to retrain yourself if you have been used to referring to individuals as "autistic." I cannot tell you how many times I hear students referring to "autistic children." Work on this language so that you can model it for others. Now, go online to [|Ellen's Website] and read her brief article on the ten things. What you see above is a shortened version. In the article she gives great suggestions and further insight. This is an excellent article to share with other teachers.

**Curriculum and Instruction:** - Regular instructional materials/what is being used in general education classes - [|Hartcourt] - [|Edmark] - [|SRA Reading Mastery] - [|Spell-Read-PAT] - [|Start to Finish Books] - [|Language - Sopris West] - [|Wilson "Fun"dations] - [|Leveled Readers] - [|Project Read] - [|Reading Milestones] - [|Success for All] - [|CCC Labs - Success Maker] - [|Scott Foresman] - [|Touch Math] - [|SRA Math Connections] - [|Fast Forward] - [|Eden Curriculum] - [|High/Scope] - [|DLM Express] - [|Assessment of Basic Language and Learning Skills (ABLLS)] - [|Life Centered Career Education (LCCE)] - [|Read 180] - [|Math Mastery] - [|Caught Reading] - [|Corrective Reading] - [|Targeted Life Skills Curriculum] - [|IGS]


 * Module 5: Arranging the Environment**
 * Learning Style Inventory Online**


 * Module 6: Strategies Part 1**


 * Law mandates that teachers use evidence-based teaching practices (EBPs) to ensure their students receive the highest quality instruction; and yet the field of special education is only beginning to offer guidance in regard to what actually constitutes an EBP. **//CEC// //Today//**, a publication of the Council for Exceptional Children, provides an excellent summary of the issues related to identification of EBPs in special education, in the article,@http://www.cec.sped.org/AM/Template.cfm?Section=CEC_Today1&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=6515 What teachers have to say is particularly relevant.**
 * Module 7: Strategies Part 2 (Treatments)**


 * PictureSET has a searchable database of ready made picture supports in PDF format as well as BoardMaker format. These downloadable files were created by consultants and classroom teachers to address a wide array of student needs in a variety of settings. **


 * @http://www.do2learn.com/ has picture cards, schedules, activities and games. **


 * Beyond Autism Resource Page has a resource page with links to a number of helpful sites for creating visual supports. **
 * Lunchroom Social Story **
 * Social Stories Information and Resources **
 * @http://www.specialed.us/autism/index2.htm Autism: Interventions and Strategies for Success **

=Online Asperger Syndrome Information and Support links you to websites, articles, and further research on Asperger Syndrome. =

The IRIS Resource Locator links you to some wonderful resources for differentiating instruction. The website is from Vanderbilt IRIS center and provides information briefs that you can use on handouts. The activity this week is from this center. I suggest you explore.

Our guest teacher-parent Ms. Georgia Tomko (my former Supervising Teacher when I was interning) spoke about creating a portfolio of your child to present to their teacher at the beginning of the school year. I thought this is such a great idea that will be very helpful to the people who will work with a child with ASD that I'd like to share the suggested format from Ms. Georgia. She said:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px; line-height: normal;">Creating a Child Portfolio to Give to Teachers: **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px; font-weight: normal; line-height: normal;">There is no right or wrong way to create a portfolio, as it is used as a tool for teachers to get to know and understand the student. The parent decides what information they would like the school, teacher, or caregiver to know about their child. Each section should have a heading followed by a few descriptive phrases about the child. Listed below are a few ideas for portfolio headings. During pre-arranged meeting with the teacher prior to the new school year beginning is the best way to deliver and go over the child’s portfolio with them.

**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px; line-height: normal;">Portfolio sections: **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px; font-weight: normal; line-height: normal;">**<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 16px; line-height: normal;">1-Personal: **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px; font-weight: normal; line-height: normal;">**•About My Child:** Who is your child? Is he inquisitive, shy, literal, friendly, or gets overwhelmed easily.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px; font-weight: normal; line-height: normal;">**•Who’s in My Child’s Life:** (family, friends & pets) this is where important people or pets in the child’s life are listed.


 * •Strengths:** What is the child good at whether at home or in school? The child’s teachers are a good resource and opportunity for collaboration because they may also offer their insight as to what the child’s strengths are. The strengths the teachers see can offer a different perspective to the student and how they function within the school system.


 * •Things (child) Needs to Work on:** Does the child need to work on social skills, making eye contact, making friends, making appropriate choices?


 * •Unusual Fears:** Does the child have an unusual fear that might be seen as defiance if that fear presents itself.


 * •Special Circumstances:** Does the child have some habit. Do they take something said literally?


 * What (child) Likes to Do:**


 * •What (child) Does Not Like to Do:**


 * •Medical History:**


 * •Our Vision for the Future:**


 * •Medications:**


 * •Support System:**