 | |  | |  | |  | |  | |  | |  | |  | |  | |  |
What is autism?
Autism (sometimes called “classical autism”) is the most common condition in
a group of developmental disorders known as the autism spectrum disorders
(ASDs). Autism is characterized by impaired social interaction, problems with
verbal and nonverbal communication, and unusual, repetitive, or severely
limited activities and interests. Other ASDs include Asperger syndrome, Rett
syndrome, childhood disintegrative disorder, and pervasive developmental
disorder not otherwise specified (usually referred to as PDD-NOS). Experts
estimate that three to six children out of every 1,000 will have autism. Males
are four times more likely to have autism than females.
What are some common signs of autism?
There are three distinctive behaviors that characterize autism. Autistic
children have difficulties with social interaction, problems with verbal and
nonverbal communication, and repetitive behaviors or narrow, obsessive
interests. These behaviors can range in impact from mild to disabling.
The hallmark feature of autism is impaired social interaction. Parents are
usually the first to notice symptoms of autism in their child. As early as
infancy, a baby with autism may be unresponsive to people or focus intently on
one item to the exclusion of others for long periods of time. A child with autism
may appear to develop normally and then withdraw and become indifferent to
social engagement.
Children with autism may fail to respond to their name and often avoid eye
contact with other people. They have difficulty interpreting what others are
thinking or feeling because they can’t understand social cues, such as tone of
voice or facial expressions, and don’t watch other people’s faces for clues
about appropriate behavior. They lack empathy.
Many children with autism engage in repetitive movements such as rocking
and twirling, or in self-abusive behavior such as biting or head-banging. They
also tend to start speaking later than other children and may refer to
themselves by name instead of “I” or “me.” Children with autism don’t know
how to play interactively with other children. Some speak in a sing-song voice
about a narrow range of favorite topics, with little regard for the interests of the
person to whom they are speaking.
Many children with autism have a reduced sensitivity to pain, but are
abnormally sensitive to sound, touch, or other sensory stimulation. These
unusual reactions may contribute to behavioral symptoms such as a
resistance to being cuddled or hugged.
Children with autism appear to have a higher than normal risk for certain co-
existing conditions, including fragile X syndrome (which causes mental
retardation), tuberous sclerosis (in which tumors grow on the brain), epileptic
seizures, Tourette syndrome, learning disabilities, and attention deficit
disorder. For reasons that are still unclear, about 20 to 30 percent of children
with autism develop epilepsy by the time they reach adulthood. While people
with schizophrenia may show some autistic-like behavior, their symptoms
usually do not appear until the late teens or early adulthood. Most people with
schizophrenia also have hallucinations and delusions, which are not found in
autism
Autism (sometimes called “classical autism”) is the most common condition in
a group of developmental disorders known as the autism spectrum disorders
(ASDs). Autism is characterized by impaired social interaction, problems with
verbal and nonverbal communication, and unusual, repetitive, or severely
limited activities and interests. Other ASDs include Asperger syndrome, Rett
syndrome, childhood disintegrative disorder, and pervasive developmental
disorder not otherwise specified (usually referred to as PDD-NOS). Experts
estimate that three to six children out of every 1,000 will have autism. Males
are four times more likely to have autism than females.
What are some common signs of autism?
There are three distinctive behaviors that characterize autism. Autistic
children have difficulties with social interaction, problems with verbal and
nonverbal communication, and repetitive behaviors or narrow, obsessive
interests. These behaviors can range in impact from mild to disabling.
The hallmark feature of autism is impaired social interaction. Parents are
usually the first to notice symptoms of autism in their child. As early as
infancy, a baby with autism may be unresponsive to people or focus intently on
one item to the exclusion of others for long periods of time. A child with autism
may appear to develop normally and then withdraw and become indifferent to
social engagement.
Children with autism may fail to respond to their name and often avoid eye
contact with other people. They have difficulty interpreting what others are
thinking or feeling because they can’t understand social cues, such as tone of
voice or facial expressions, and don’t watch other people’s faces for clues
about appropriate behavior. They lack empathy.
Many children with autism engage in repetitive movements such as rocking
and twirling, or in self-abusive behavior such as biting or head-banging. They
also tend to start speaking later than other children and may refer to
themselves by name instead of “I” or “me.” Children with autism don’t know
how to play interactively with other children. Some speak in a sing-song voice
about a narrow range of favorite topics, with little regard for the interests of the
person to whom they are speaking.
Many children with autism have a reduced sensitivity to pain, but are
abnormally sensitive to sound, touch, or other sensory stimulation. These
unusual reactions may contribute to behavioral symptoms such as a
resistance to being cuddled or hugged.
Children with autism appear to have a higher than normal risk for certain co-
existing conditions, including fragile X syndrome (which causes mental
retardation), tuberous sclerosis (in which tumors grow on the brain), epileptic
seizures, Tourette syndrome, learning disabilities, and attention deficit
disorder. For reasons that are still unclear, about 20 to 30 percent of children
with autism develop epilepsy by the time they reach adulthood. While people
with schizophrenia may show some autistic-like behavior, their symptoms
usually do not appear until the late teens or early adulthood. Most people with
schizophrenia also have hallucinations and delusions, which are not found in
autism
Autism Society of America
7910 Woodmont Ave.
Suite 300
Bethesda, MD 20814-3067
http://www.autism-society.org
Tel: 301-657-0881 800-3AUTISM (328-8476)
Fax: 301-657-0869
Cure Autism Now (CAN) Foundation
5455 Wilshire Blvd.
Suite 2250
Los Angeles, CA 90036-4234
info@cureautismnow.org
http://www.cureautismnow.org
Tel: 323-549-0500 888-8AUTISM (828-8476)
Fax: 323-549-0547
7910 Woodmont Ave.
Suite 300
Bethesda, MD 20814-3067
http://www.autism-society.org
Tel: 301-657-0881 800-3AUTISM (328-8476)
Fax: 301-657-0869
Cure Autism Now (CAN) Foundation
5455 Wilshire Blvd.
Suite 2250
Los Angeles, CA 90036-4234
info@cureautismnow.org
http://www.cureautismnow.org
Tel: 323-549-0500 888-8AUTISM (828-8476)
Fax: 323-549-0547
INCLUSION
WHAT RESEARCH SAYS ABOUT LONG-TERM BENEFITS
Although support for inclusion of children with disabilities in regular education gains
momentum, research lags behind. "Unfortunately, we do not have research that has directly
addressed this issue," John McDonnell, Ph.D., told Education World. McDonnell is the
chairman of the Department of Special Education in the Graduate School of Education at
the University of Utah. His research includes funded projects on the inclusion of middle
school students with severe disabilities.
"The best available information comes from the follow-up studies of high school graduates.
The data suggests that inclusion in general education classes, especially in vocational
education courses, is associated with improved post-school outcomes," McDonnell told
Education World.
Although research on the long-term effects of inclusion may be sketchy, there is some
evidence of the positive effects of inclusive education on students who do not have
disabilities. "Both research and anecdotal data have shown that typical learners have
demonstrated a greater acceptance and valuing of individual differences, enhanced
self-esteem, a genuine capacity for friendship, and the acquisition of new skills," according
to Long Term Effects of Inclusion, from the ERIC Clearing House on Disabilities and Gifted
Education.
MAKING INCLUSION WORK
"To me, one of the greatest issues is that many programs that call themselves inclusive
should really be called Dumping and Running. It's not inclusion if the supports are not in
place," Shapiro told Education World. When supports are in place, there are many benefits
worth considering. Shapiro listed the following four ways inclusion benefits disabled kids:
Inclusion improves learning for both classified and non-classified students. When
youngsters who have learning problems are included, students without disabilities often do
better academically. A teacher is more apt to break instruction into finer parts or repeat
directions if he or she has a youngster in the room who deals with deafness, blindness, or
a developmental disability.
Children learn to accept individual differences. The best way to help children overcome their
misconceptions about kids who have disabilities is to bring them together in integrated
settings.
Children develop new friendships. Children with disabilities who are included in regular
education develop friendships in their home communities. Special education students sent
to regional special education programs may become oddballs in their communities.
Parent participation improves. When children with disabilities are integrated into local
schools, parents have more opportunity to participate in that school and in the community
where the school is located.
It's a matter of civil rights. Students with disabilities have a legal right to attend regular
classes and receive an appropriate education in the least restrictive environment
WHAT RESEARCH SAYS ABOUT LONG-TERM BENEFITS
Although support for inclusion of children with disabilities in regular education gains
momentum, research lags behind. "Unfortunately, we do not have research that has directly
addressed this issue," John McDonnell, Ph.D., told Education World. McDonnell is the
chairman of the Department of Special Education in the Graduate School of Education at
the University of Utah. His research includes funded projects on the inclusion of middle
school students with severe disabilities.
"The best available information comes from the follow-up studies of high school graduates.
The data suggests that inclusion in general education classes, especially in vocational
education courses, is associated with improved post-school outcomes," McDonnell told
Education World.
Although research on the long-term effects of inclusion may be sketchy, there is some
evidence of the positive effects of inclusive education on students who do not have
disabilities. "Both research and anecdotal data have shown that typical learners have
demonstrated a greater acceptance and valuing of individual differences, enhanced
self-esteem, a genuine capacity for friendship, and the acquisition of new skills," according
to Long Term Effects of Inclusion, from the ERIC Clearing House on Disabilities and Gifted
Education.
MAKING INCLUSION WORK
"To me, one of the greatest issues is that many programs that call themselves inclusive
should really be called Dumping and Running. It's not inclusion if the supports are not in
place," Shapiro told Education World. When supports are in place, there are many benefits
worth considering. Shapiro listed the following four ways inclusion benefits disabled kids:
Inclusion improves learning for both classified and non-classified students. When
youngsters who have learning problems are included, students without disabilities often do
better academically. A teacher is more apt to break instruction into finer parts or repeat
directions if he or she has a youngster in the room who deals with deafness, blindness, or
a developmental disability.
Children learn to accept individual differences. The best way to help children overcome their
misconceptions about kids who have disabilities is to bring them together in integrated
settings.
Children develop new friendships. Children with disabilities who are included in regular
education develop friendships in their home communities. Special education students sent
to regional special education programs may become oddballs in their communities.
Parent participation improves. When children with disabilities are integrated into local
schools, parents have more opportunity to participate in that school and in the community
where the school is located.
It's a matter of civil rights. Students with disabilities have a legal right to attend regular
classes and receive an appropriate education in the least restrictive environment
$3.00