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¶ … special needs child, I understand what it means to develop an individualized education plan (IEP) and to need a routine break from care. My relative has autism. Before this diagnosis was made, we were all wondering -- including parents and teachers -- what could be done to help Alex succeed and to assist his parents in their full-time load of caring for Alex. Part of the problem, we realized, was that we did not really know what was wrong with him. Was it behavioral? Psychological? Genetic? It was a very stressful time in our lives as we attempted to figure out how to help Alex and his parents; we wondered if he would ever have the opportunity to grow and develop like a "normal" child. It was important that we all figure this out before everyone had a breakdown.
When the diagnosis of autism came, it was both a relief and a moment of new concerns and fears. It was comforting because, at last, now we had a concrete explanation for Alex's condition. It was hard, however, at the same time because no one knew -- none of us at least -- how to cope, how to treat, or how to deal with his condition. Even the mention of school was enough to cause us fret to no end.
Yet we need not have worried so much about school after all. We found that the school system where Alex was sent had in place an IEP -- the...
This was an even greater relief than the news of the diagnosis. Maybe Alex would be able to have a normal, functioning life after all. Maybe there would be a way to reach him, help him, and develop in him the skills to grow properly.
Still, it was difficult, and the road was not without bumps. For one thing, caring for an autistic child can be overwhelming at times -- and exhausting. We discussed with my relatives the issue of respite care, but they were sensitive about having a special caregiver come into the home to watch Alex. They felt they would be shoving their responsibility on to someone else. We urged them to try it -- convincing them finally that everyone needs a break, and that respite care was designed to give parents exactly that break that they needed so that they can come back to the job rejuvenated and refreshed, ready to pick up where they left.
It took some work, but eventually my relatives agreed they would do it; they had reached the end of their rope, after all. What a big change! With respite care, respite for the parents of Alex truly arrived -- they were able to relax, take time for themselves, and come back to Alex later with renewed energy and spirits. The respite care provider even offered tips and pointers that could…
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
Autism is one of the most severe and disruptive of all childhood disorders - a level of disruption that of course lasts well into adulthood. With both genetic and environmental elements at work, autism (which affects boys at least three times more often than girls and is found in all races and throughout the world) is a communicative disorder that interferes with an individual's ability to form social relationships as
IEP for Autistic Child Although a lot of the work needed to be done will occur in the classroom and at school, it is crucial that Cody's parents remain engaged in the process so that they can continue working with Cody on developing the skills he is learning at school. Empirical research has shown how much more successful strategies are for autistic children when their parents are involved in the process.
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
Computer programming also allows the student unlimited control of stimulus presentations. Computer-based reinforcers can also immediately follow responses. And computers allow concurrent or "cooperative" use (Goldsmith & LeBlanc). Virtual Reality This creates a three-dimensional, computer-generate environment, where people can behave and interact (Goldsmith & LeBlacn 2004). It has been shown effective in treating phobias, burn pain during wound care as adjunct therapy; self-mastery of wheelchair use by children with cerebral palsy;
The overall purpose of this book is to assist teachers and educators to understand the often complex world of autism as it relates to "social and emotional development, communication, cognition and behavior" in a classroom setting. It also addresses the overwhelming needs of autistic children related to "communication and flexibility of thought and behavior" and how these needs "might be overcome or circumvented" both at home in a classroom environment