A: ASD is a developmental disability caused by a central nervous system dysfunction that affects how the child learns to use language and how the child learns to interact with people and the environment.
Each case of autism can be placed along a continuum ranging from milder to more severe based on the level of functional skills in areas such as communication, cognitive abilities, social interactions, etc. Most specialists believe that the boundaries along the continuum are overlapping and indistinct. The term autism spectrum disorder is, therefore, used to describe a group of childhood developmental disorders that have similar behavioral features.
A: Characteristics of autism include features in four areas: language, social interaction, repetitive or stereotypic patterns of behavior and sensory differences. Children with autism exhibit delayed language development, literal understanding of language, limited ability to make or sustain eye contact, limited skill in establishing social relationships, adherence to rigid routines and schedules, difficulty with shifting focus of attention, obsessive interests, and difficulties with self regulation.
A: Asperger’s syndrome is a neurobiological disorder affecting social interaction and communication. Other characteristics associated with AS are engagement in repetitive activities (routines that are not always functional) and stereotypical movements, resistance to environmental change or change in daily routines, and unusual response to sensory experiences. Individuals with AS have average to above average cognitive abilities and experience early or normal language development. Aspergerís Syndrome is a medical diagnosis, not an educational label. Students with AS may receive special education support under the category of Autism Spectrum Disorder if they meet the eligibility criteria specified by the Oregon Administrative Rules. Oregon Department of Education: state eligibility guidelines
A: An individual with Aspergerís Syndrome will have strong cognitive skills but may exhibit concrete thinking, lack common sense, have difficulties with organization, perseverate on single topics or be obsessed with single topics. The student may also have an interest in establishing social relationships with peers but be ineffective in these attempts without understanding the reason why. Those with Aspergerís Syndrome may lack the ability to read non-verbal cues, initiate conversations, or maintain reciprocal conversations and relationships. Often these children do not understand cause and effect and are unable to take the perspective of another person.
A: No. The criteria for educational eligibility for ASD are not the same as the medical diagnostic requirements. Note that a medical diagnosis of ASD is not required for special education eligibility in the state of Oregon at this time.
A: The classroom environment may impact a student with ASD in a variety of ways, depending on the childís sensory differences. For example, some children with ASD have a different perception of sound, sight, smell, touch and taste, which affects their responses to these sensations. In the classroom, background noise, strip lighting or bright colors can cause stress or even physical pain, making it difficult for a child to concentrate and self regulate. Blocking out background noise or visual information can be very difficult. As a result, this student may require individualized accommodations in his/her environment which help to filter out external distractions and allow for regularly scheduled sensory breaks.
A: Although we realize that each child with ASD presents a unique profile, we recognize certain environmental factors that facilitate their ability to learn in a classroom setting. Some of these elements include visual supports ( e.g. visual schedule, visual cuing), a predictable and stable daily routine for all aspects of the school day, preparation for change in activities or transitions and direct instruction in social skills and social thinking.
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