Signs of Autism, Causes, Treatment,

¶ … signs of autism, causes, treatment, and inclusion of autistic students in the classroom. Autism is a developmental disability that can affect a child's ability to learn and participate in the classroom. However, there are ways to make sure the autistic child learns and participates, and still has a quality experience in the special education environment.

Autism is a disease that so far has no cure. It usually begins to show itself in the first three years of life, and is the outcome of a "neurological disorder that affects the functioning of the brain, autism impacts the normal development of the brain in the areas of social interaction and communication skills" (Editors). Thus, autism can be quite a challenge to manage in the special education classroom. Children with autism often engage in repetitive motions or "stereotypical" motions, they resist change in their environment or their daily habits, and they often show atypical reactions to sensory incidents (Turnbull et al. 284). The authors also note that autism is the most common disorder in the special education classroom, and the Autism Society of America (ASA) estimates that at least 1.5 million Americans suffer from the disease (Editors). The causes of autism are more understood now than when the disease was first discovered in the 1940s. The disease is caused by "brain or biochemical dysfunction before, during, or after birth" (Turnbull et al. 289). Autism can also be caused by abnormalities in the brain's development and biomedical research continues into the causes of autism, because before a cure can be found, scientists must fully understand the causes of the disease.

Children with autism will show early signs, which include responding to information in different or unique ways, resistance to change or differences in their environment, late language development and gross motor skills, repetitive words and phrases, a loner, and sometimes they are aggressive or self-abusive (Editors). There are many other traits that show up in some autistic children, but not all children show all the symptoms of the disease. Some of these include no fear of danger or pain, very little eye contact with others, engaging in different or odd play, and often the child is unresponsive to traditional teaching methods (Editors). Most autistic children have trouble understanding what their senses are telling them, and so they do not react as much to the senses of sight, touch, smell and taste. These are not all characteristics in all children, and some autistic children may not display some of the most common symptoms.

First, autism must be diagnosed before it can be treated, and diagnosis is based on observation and symptoms, there is no medical test that indicates autism. Therefore, educators must be alert and aware in the classroom to pick up telltale signs that parents may have missed, especially in the early school years. After a child has been diagnosed with autism, there are several treatments are available, and they often begin before the child is even three years old. Most experts agree that the earlier treatment begins in the autistic child, the better the outcome. Parents should also be actively involved in their child's treatment, but the actual treatment should be created by professionals who have experience working with autistic children. Treatments include "a wide range of skill development including academics, language, social skills, self-help skills, behavioral issues, and leisure skills" (Editors), and most professionals agree that communication between the educator and the parents is essential to developing the most effective treatment for each autistic child. However, while there are many common treatments, in general, most treatment really boils down to education and teaching in the special education environment.

Including an autistic child in the classroom can be challenging. Studies show that inclusion rates for autistic children in the general education classroom are quite low ("fewer than one-third of autistic children spend their time in the general education classroom") (Turnbull et al. 292). Therefore, it seems the most effective learning environment may be the special education classroom. Including these children in the classroom and helping them develop relationships and assimilate with their peers is not impossible. Some effective ways of including autistic children in the classroom include engaging the other children to help teach and tutor the children when it is feasible. Teachers who find the autistic child has a short attention span and learns slowly may find music and "visual images" are more effective teaching tools. It is also vital to make the other children understand the autistic child's difficulties so they will encourage and understand he/she in the classroom. It is also wise to create predictable activities for the autistic student, and discover some of their "preferred" activities to use when they become difficult or unruly (Turnbull et al. 293). The ASA Web site also notes, "individuals with autism respond well to highly-structured, specialized education programs, designed to meet the individual's needs. Based on the major characteristics associated with autism, there are areas that are important to look at when creating a plan: social skill development, communication, behavior, and sensory integration" (Editors). In addition, many professionals encourage "shadowing in the classroom," which involves the aid of a teacher's aid or attendant who engages in one-on-one activities with the child. Another expert notes, "Shadowing can be tremendously important in helping a child with autistic spectrum disorders join the mainstream. The shadow is essentially serving as a bridge between what the child knows and can do, and actually using those skills with peers" (Siegel 139). Thus, there are many different ways to include the autistic child in both the special education and general education classrooms, and teachers should be aware of the different ways they can encourage and interact with the autistic child.