Allison Gerlach

Professor Romano

Introduction to Special Education

22 November 2018

Focus Paper About Autism

Autism Spectrum Disorder (ASD) is a broad diagnosis that is characterized differently by

every individual with the condition. Some similar characteristic of people with autism, however,

are “challenges with social skill, repetitive behaviors, speech and nonverbal communication”

(“What is Autism?”, n.d.). ASD is an umbrella term that now encompasses autistic disorder,

childhood disintegrative disorder, pervasive developmental disorder- not otherwise specified as

well as Asperger syndrome. Children now diagnosed with autism can fall anywhere on the

spectrum based on the severity of their symptoms (“What is Autism?”, n.d.).

Autism is equally prevalent across socioeconomic statuses as well as in racial and ethnic

groups. There is no known cause of autism, but studies have shown that genetic and

environmental factors may be to blame. High levels of pesticides and pollution, for example,

have been studied and linked to higher diagnosis rates of ASD (Lybarger-Monson, 2017). 1 in 59

children are affected by autism and they are typically diagnosed as a toddler. Some children,

however are not diagnosed until they reach school age, which limits the amount of

developmental supports that they can receive so it important for parents to act early(“What is

Autism?”, n.d.).

With ASD being such a broad category, it is hard to make generalizations about all the

people it affects. However, there are some common challenges that they share. For one, many

people with autism have sensory issues. Some people are hyper-sensitive to sights, sounds,
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smells, tastes, touch, balance, and body awareness while some people are hypo-sensitive.

Children that feel overstimulated may dislike fluorescent lights, certain fabrics, smells, or

sounds. They feel uncomfortable because their senses are in over load. Children that feel under-

stimulated may be hyperactive and seem out of control. They feel uncomfortable standing still so

they rock, jump, or fidget to stimulate themselves (“Sensory Issues”, n.d.).

We can accommodate children with hyper-sensitivity by being aware of their unique

aversions. By understanding that they might be sensitive to we can remove that stimulus or

lessen it so they can tolerate it. For example, we can dim the lights or filter it through colored

paper that would be a more soothing shade. Another accommodation that we can provide would

be noise-cancelling headphones. This is highly effective at helping children with autism walk

through the hallways or in the cafeteria. Knowing their preferences makes it easier to

accommodate them and avoid sending them into sensory overload (“Sensory Issues”, n.d.).

Children with hypo-sensitivity on the other hand can be accommodated by adding

stimulation. Giving them toys to fidget with or physical activities to do, you are giving them the

stimulation that they crave. A unique thing that was invented recently is the weighted blanket.

The blanket has weights in it that make the child feel at ease because of the pressure. Another

added bonus is the pressure will release serotonin in their brain, having a calming effect (Mosaic

Weighted Blankets). These blankets mimic the feel of a comforting firm hug that may be too

uncomfortable for people with autism because of their social difficulties. There are concerns for

the safety of people with hypo-sensitivity because they are so active sometimes that they are not

careful of their surroundings. A way to combat this is to make sure that the environment is free

of any potential hazards (“Sensory Issues”, n.d.). Making sure to keep an eye on the person who

has autism while they are doing what they need to do is also very helpful (Higashida, 2007).
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As for the way that students with autism learn, that is also a complicated topic. Each

person with autism is so unique and it is hard to make generalizations about them. Just like any

“typical” student, children with autism responds to different learning styles. Some students learn

best through visual learning and response to graphic representations. Some students learn best

through auditory learning and can absorb information just by listening. Other students learn best

by kinesthetic learning and need to have hands on activities to progress their learning. Most

students use a combination of these learning styles but children with autism typically rely on one

method. If teachers do not identify which type of learner their student is this will lead to behavior

issues as well as poor academic performance (Autism Research Institute, n.d.).

Generally speaking, some hurdles that students with autism can face in a mainstream

classroom are not to do with the learning aspect. Students with autism are highly intelligent and

have average or above-average learning abilities. However, they struggle with things that

students without autism can do without hesitation. Communication is a challenge for them so

following directions can be very difficult. “Physical space and boundaries may not be respected

or acknowledged, transitioning between activities is a hardship if not prompted ahead of time,

and the inability to always show emotions and reactions through expected facial expressions

hinders how people may interpret their emotions” (Lybarger-Monson, 2017). By giving students

consistent goals and support that they need, it is easier for them to be successful with their

academics (Lybarger-Monson, 2017). These students respond very well to repetition as well, so

routines are ideal tools in the classroom (Autism Research Institiute, n.d.).

Some effective teaching strategies for students with autism require assistive technology

or other accommodations that the school should provide. For example, students may need to see

a speech therapist to help them with their communication challenges or see an occupational
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therapist for their fine motor skill deficiencies. However, sometimes minor adjustments to the

learning environment can make all the difference. Allowing students with autism something as

simple as being able to choose their seat can make a huge difference in their comfort in the

classroom. Helping the student socially is also important. Many students cannot relate to their

peers and have a hard time cooperating because of this. Teachers can combat this by giving clear

expectations for group work so the student with autism does not feel left out when their peers get

off topic or begin socializing instead of working (Lybarger-Monson, 2017).

Sometimes in a classroom with students with autism, behavior management can be

challenging. Giving clear directions and explicit expectations helps students with autism to stay

on task and adjust their behaviors accordingly. “Self-regulation strategies are also helpful with

targets for improvement” (Lybarger-Monson, 2017). By teaching these students practical ways to

modify their behavior, you are setting them up for long-term success (Lybarger-Monson, 2017).

Many students with autism have intense interest in a specific topic. Their interest can lie

in just about anything from bugs to cars to police men. They are incredibly knowledgeable on

this area of interest and typically only want to talk about that one thing. Teachers can be use this

enthusiasm positively in the classroom by allowing the student with autism to share their

knowledge from time to time. This allows them to contribute their expertise, feel a part of the

group, as well as enriching the other students’ knowledge. The only issue with this strategy is

that students with autism are not always socially aware and may go overboard with their sharing.

The way to combat this is to allow them to share a few times but after that point, they need to

make sure the things that they want to share are related to the topic that the rest of the class is

learning about (Lybarger-Monson, 2017).

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Students with ASD are incredibly intelligent and are assets to any classroom. While there

are challenges that they face, it is the teacher’s job to help them overcome these struggles and

acclimate to the classroom successfully. Making accommodations, being sensitive to their

preferences, being aware of their learning styles are all adjustments that teachers need to make.

In a world of diversity, it is important to be aware of everyone’s differences and do all we can to

make them feel welcome and safe.

Works Cited

Autism Research Institute. (n.d.). Learning Styles and Autism. Retrieved from

https://www.autism.com/understanding_learning

Autism Speaks. (n.d.). Sensory Issues. Retrieved from https://www.autismspeaks.org/sensory-

issues

Autism Speaks. (n.d.). What Is Autism? Retrieved from https://www.autismspeaks.org/what-

autism

Higashida, N., Yoshida, K. A., & Mitchell, D. (2007). The Reason I Jump: The Inner Voice of a

Thirteen-year-old Boy with Autism. Penguin Random House LLC.

Lybarger-Monson, K. (2017). Effective Teaching Strategies for Students with Autism Spectrum

Disorder and Attention-Deficit/Hyperactivity Disorder. Retrieved from

https://www.vcccd.edu/sites/default/files/files/departments/human-

resources/sabbaticals/2017-2018/lybarger-monson-final_report.pdf

Mosaic Weighted Blankets. (n.d.). Benefits of Autism Weighted Blankets. Retrieved from

https://www.mosaicweightedblankets.com/asd-autism-spectrum-disorder/