I want to work with individuals who fall under the Autism Spectrum Disorder (ASD). Individuals diagnosed with any of the conditions that fall in ASD may have cognitive, sensory, social, or developmental challenges that interfere with their intellectual capabilities. While people on the spectrum have increasingly accessed vocational rehabilitation, their outcome in vocational careers is still poor. The cognitive challenges of the people on this spectrum involve the slow ability to process ideas, facts and respond to questions. This is caused by a neurological delay in the processing of verbal or written material. According to Murza (2016), the respondents in his study unanimously agreed that social skills necessary to operate functionally in the work environment were a challenge. Consequently, after leaving high school, most individuals who fall in the ASD spectrum hardly hold any job roles or pursue a stable career path.
The cognitive challenges that individuals who fall in the ASD spectrum encounter challenges in recognizing and being empathetic to other peoples feelings, being aware of nonverbal cues, and observing social norms. Due to the sensory challenges, as established, sensory input may need sensory input to process information (Murza, 2016). Further, they suffer sensitivity to certain sounds or have a poor sense of balance or lack depth of perception and dietary restrictions. Consequently, the rehabilitation process of individuals with such sensory challenges needs to consider…of the sensory barriers or signals can effectively determine the suitable coping strategies that can help the individual overcome their hurdles in learning new skills or adapting to new environments.
Simulating real-life scenarios when learning social skills or practice during vocational training is essential to mirror the real-life scenario and equip the individual with the necessary skills to apply in similar circumstances. Creating teams around the social circle of the individual can help them transition (Malone, 2021). These teams provide social support in the transition phase and act as trustees to consult if they have a challenge. Notably, keeping an empathetic tone is essential to avoid intimidating the individual in the learning process.
Malone, K. (2021).The Challenges…
Autism is a disorder that starts early in the childhood and stays until adulthood. It has now been known that many conditions are considered co morbid to autism spectrum disorders. These conditions are variable but some of the most common ones include fragile X syndrome and epilepsy. Furthermore, it is noted that autism most likely affects areas such as communication, social interaction and behavior of the person. Therefore, there is
Autism has reached epidemic proportions between American children with cases increasing amongst adults and children worldwide. Treatments initially began with helping children improve their social and communication skills. With medications like risperidone and aripiprazole to treat irritability, children with autism were managed short-term. However, these medications only present a temporary fix with symptoms continuing after stopping of medication and symptoms recurring even with higher doses. For there to be a
Stimuli other than explicit instruction are reported to have likely signaled the beginning of a new activity. In the case of the female student, Christie it was related that arranging and ordering was not an escapist activity as it had been for the male participants to avoid responding to instructions. In the case of one of the male students the ordering and arranging was believed to be due to
In order to foster equitable management of the available resources in the society, it becomes less valuable if the innate members are not responsible. A lesson can be drawn from the family of Rowan over the avenues of responding to the calls of duty. The family of Rowan is aware of the characteristic and developmental characteristic that are found in the society. Therefore, they are very ready to offer
Autism is a developmental disorder as it is marked with pervasive and severe impairment revolving around areas of development such as communication, imagination, reciprocal interaction and behavior. The diagnostic criteria for autism as incorporated by the DSM IV TR includes symptoms such as impairment in the use of nonverbal behaviors like eye contact, gestures, bodily postures during the normal routine social interaction, the inability to form good peer relationships, delay
In some students, autism is more severe than it is in others, and teachers must learn to anticipate this if they are to be successful in the classroom. The severity of the autism can make the difference between whether students with autism should be included or whether they should be taught separately (Shattuck, et al., 2009). Students cannot make that decision, of course, but the parents and teachers can work