Group items tagged

Deficits in developing, maintaining, and understand relationships,

Deficits in nonverbal communicative behaviors used for social interaction

Highly restricted, fixated interests that are abnormal in intensity or focus

Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment

The American Psychiatric Association's Diagnostic and Statistical Manual, Fifth Edition (DSM-5)  provides standardized criteria to help diagnose ASD.

Introduce them to audio books

Confer with them

Read what they’re reading

Let them create a cozy reading nook.

Make it social

Let them read other stuff

Get them hooked on a series.

Let kids give book talks.

Use technology.

He also emphasised the need to enhance command of the Malay language to promote national unity. This, he said, was important as studies have shown that some students could not even speak the national language. "I have given a directive to improve the curriculum and quality of teachers teaching Bahasa Melayu in national schools," he added.

Muhyiddin also noted that 121 of the 638 resolutions presented at the Umno general assembly were related to education issues.

Muhyiddin announced the setting-up of Parents Teachers Association Foundation with a start-up fund of RM200mil. "We will get more government-linked companies and the private sector to contribute towards the Foundation," he added.

The names of these early activists are all but forgotten today. However, their views on the importance of including, rather than segregating, blind and deaf children, and their powerful advocacy that they should be heard and given appropriate rights, make their views seem strikingly modern.

"Special education" emerged in Britain and Europe during the second half of the 18th Century. Thomas Braidwood established a school for deaf pupils in Edinburgh in 1764, which moved to Hackney in London in 1783 due to increased demand for places.

first school for blind pupils opened in Liverpool in 1791

London's School for the Indigent Blind, founded at St George's Fields Southwark in 1799, was by the 1860s educating 160 boys and girls in reading, writing and "useful" trades, intended to provide for their future employment.

1834 Poor Law Amendment Act, the state subsidised school fees for some pupils so that attendance did not push families into poverty - education was neither free nor compulsory until later in the century

Charitable schools were founded primarily as residential institutions intended to provide protection, board, lodging and education to their pupils. Yet the practice of shutting away "blind, deaf and dumb" children in so-called "exile schools" was opposed by an increasingly vocal group of activists in the mid 19th Century.

institutions "immured" their pupils, treating them like prisoners. They were degrading and they perpetuated "pauperism"

The campaigners noted that inclusion promised to benefit all society, not just the deaf and blind themselves.

Organisations such as the Association for Promoting the General Welfare of the Blind, founded by Elizabeth Gilbert in 1854, established workshops for blind handicraftsmen so that workers received better prices for their products than for those produced in institutions.

Whilst the association encouraged basket making, some campaigners claimed that these traditional trades were symbolic of a system that failed to recognise people's potential or range of talents.

Biography of the Blind, written in 1820 by James Wilson, a self-taught blind man who wrote the book "with a view of rescuing my fellow sufferers from the neglect and obscurity in which many of them are involved."

Charities were not always appreciated. Activists claimed that too much of the money donated to the dedicated charities went on buildings and non-disabled staff, rather than on the welfare of the blind pupils themselves. Many of them imposed social and moral restrictions on who could apply for assistance. Some campaigners argued that it would be better if the donated money was paid directly to blind people themselves, to enable them to live in their own homes and support their families.

The education of blind and deaf children in specialist institutions remained the norm until recent years. Far greater effort now goes into integrating disabled children into mainstream schools, and has been backed up by new laws. But integration is not the same as inclusion, and even in 2014 campaigners are still arguing that there is further to go before disabled children are fully included in schools. They say there needs to be greater recognition that they have a right to an education and should be given support in ordinary classes, not in special units.

Early intervention also allows them to enter the special education programme. Bong said the children would learn to become self-sufficient and independent through the programme.

Until March this year, 3,264 children have registered as disabled people at 925 schools nationwide. Of the figure, five percent are autistic children.

Bong said the ministry was aiming for 75 percent of mainstream schools to be implementing the integration programme by 2025.

The integration programme has been implemented at selected schools for three years now and has shown to affect the disabled children positively, he said. Bong said autistic children had every right to an education as other children and it was the parents and teachers' responsibility to help them attain it.

Education is not simply about making schools available for those who are already able to access them. It is about being proactive in identifying the barriers and obstacles learners encounter in attempting to access opportunities for quality education, as well as in removing those barriers and obstacles that lead to exclusion.

UNESCO works with governments and partners to address exclusion from and inequality in educational opportunities.

Although in the long run, neoliberalism has a track record of undermining equity and democracy, in the short run it has directed attention to education needs that have been inadequately addressed.