Autism Teachers

Communication techniques such as Facilitated Communication and Rapid Prompting are highly controversial, and may be more illusion than reality.  Anyone interested in these approaches, which require constant or intermittent physical contact with the autistic person, should look deeply and carefully into the methods before plunking down cash.  Consider, instead, augmentative technologies for communication, ranging from keyboards and sophisticated digital technologies to sign language or picture cards.

However, the undiagnosed children were not deemed eligible for extra support at school or by specialized health services.

study also shows that there is a gender bias in diagnosing children with Autistic Spectrum Disorders - boys are more likely to receive a diagnosis than girls, even when they display equally severe symptoms.

I've noticed that when you offer a person constant help and support, even when he doesn't need it, he will stand back and let you do all the work.  It's just human nature: why work hard when someone else will do it for you?

Over the years, I've noticed that teachers and parents get into the habit of accomodating and stepping in for their children with autism.

I'm working hard to overcome my tendency to help too much, expect too little, and accept less than my son's best.

The two-year study, which ended last December, found that within six weeks the devices boosted kids’ attention spans, raised their ability to identify pictured objects by 45 to 60 per cent, and improved communication skills in these mostly nonverbal children by 20 per cent.

A surprising bonus: students who had never been sociable were suddenly requesting an iPad to initiate an activity with another student.

McEwen suggests that the devices’ appeal may lie in their multisensory nature, with images and sound – and vibration (thanks to the addition of a downloadable app). She adds that the device’s voice app, which is always calm and unemotional, appeals to those who thrive on consistency, including many children with ASD.

Advanced maternal age is linked to a significantly elevated risk of having a child with autism, regardless of the father's age, according to an exhaustive study of all births in California during the 1990s by UC Davis Health System researchers.

The researchers note that understanding the relationship between increased parental age and autism risk is critical to understanding its biological causes. Earlier studies have observed that advanced maternal age is a risk factor for a variety of other birth-related conditions, including infertility, early fetal loss, low birth-weight, chromosomal aberrations and congenital anomalies.

One possible clue comes from a 2008 UC Davis study that found some mothers of children with autism had antibodies to fetal brain protein, while none of the mothers of typical children did. Advancing age has been associated with an increase in autoantibody production.

Having sensory friendly settings is common sense and it benefits everyone, all students and learners as well as teachers and staff. Changing the classroom also teaches all students how to find practical and adaptive ways of making their setting work for them to allow for optimal learning and functioning, a skill that is beneficial to everyone. It also makes more sense to change the environment to fit the child’s needs and not the other way around. Changing the classroom helps the child with SPD blend in with other students, and it is not isolating, or stigmatizing.

A sensory friendly classroom improves attention, concentration, ability to focus for longer periods of time, learning, social functioning, and it also reduces the overall level of stress

For more specific and multiple examples of the accommodations that can be made, a book I authored titled “The Ultimate Guide to Sensory Processing Disorder” offers a comprehensive guide.