Tara Hamilton

All About Autism

Information and Resources

Image courtesy of the Autism Society

When it comes to defining autism, it is first important to note the different terms used.
The Individuals with Disabilities Act (IDEA 2004) categorizes these students under the term
autism. The medical community however refers to the disability as autism spectrum disorder
(ASD). ASD is becoming more widely used in the education field.
It is important to note that those with ASD symptoms fall somewhere along a continuum.
They may have no verbal communications skills but also not be sensitive to sensory input. On
the flip side, they could be quite capable of verbal dialogue but have extreme sensory
sensitivities. Each individual is unique.
The following are characteristics commonly exhibited by those with ASD:

Impaired development of verbal and nonverbal communication skills

Impaired development of social interaction skills
Engagement in repetitive activities
Stereotyped movement
Resistance to change in the daily schedule
Unusual responses to sensory input
Self-stimulatory behavior like rocking and self-biting
Overreliance on rote memory
Difficulty or inability to problem solve
Seemingly naive or immature

A diagnosis of ASD can be very frightening at first. It is a complex and diverse disability.
There are many resources available for both families and educators. The most important resource
of all though is building and working as a team to fully support the individual and family. The
following are some of the resources available specifically for those working or living with
someone with ASD.
Please remember you are not in this alone!

Tara Hamilton
Learning Accommodations
When it comes to the environment that students with ASD are taught in there is a lot of
variance. The U.S. Department of Education stated in 2011 that 44% of students with ASD are
educated primarily outside of the general education classroom. The statistics showed that 8%
were in a separate school for those with disabilities and 34.8% were in a separate room for 60%
of the day or more. This variety of environments can prove to be challenging. It is important to
ensure however, that no matter the setting, the student is receiving the best possible educational
experience. This is done by adapting the environment and instruction to better serve the student.
Marilyn Friend stated that recommended practices for working with those with ASD include
early intervention, intensive instruction, planned but brief instructional periods, and sufficient
one-to-one or small-group instruction (p. 338). Karen Wright lists the following as classroom
modifications:
Develop and use visuals for instruction
Individual schedule, completed models, color coding
Evaluate and assess sensory needs and schedule sensory activities throughout the day
Provide fidget toys, provide something to place in mouth, incorporate exercise
Develop social stories and social scripts
Give the student choices and control
Adapt the physical environment
Close proximity to materials and instruction, limitation of distractions, clear
visual boundaries, make the key learning centers visually obvious within the room
Provide trained peer support and/or a buddy system
Actively use a home/school communication book that outlines specific progress and
challenges that occurred during the home and school environments
Provide small group instruction, rather than large group instruction
Assess and use interests and strengths of the person to structure both curriculum and freetime activities
Provide a clear beginning and end to activities and tasks
Flash lights, clapping sequence
Provide opportunities for one-to-one instruction and support, then fade support as
appropriate
Develop and use rules
Social, communication, behavior, and general
Develop and use a communication system across all environments
Picture Exchange Communication System (PECs), apps on assistive technology
Ensure consistency between classroom staff members, and between school and home
Provide activities to teach and support social/emotional skills
The above information by Karen Wright was taken from:
http://tcsps.sharpschool.net/UserFiles/Servers/Server_981069/File/Migrated
%20Documents/20_classrm_modifications_for_students_with_autism.pdf

Tara Hamilton

Websites and Books

The following are just a small sample of the multitude of resources available!
More information about ASD
o Autism Speaks
https://www.autismspeaks.org/
o Autism Society
http://www.autism-society.org/
o National Autism Association
http://nationalautismassociation.org/
o Autism Spectrum Disorder Fact Sheet
http://www.ninds.nih.gov/disorders/autism/detail_autism.htm
Assistive Technology
o Enabling Devices
http://enablingdevices.com/catalog
http://enablingdevices.com/resources
This includes a list of apps for devices that are broken down by
category of use
o The Arc, Autism Now
http://autismnow.org/articles/helpful-links-to-assistive-technology/
This page includes a wealth of links to other sites and is broken
down by category
Why Does Izzy Cover Her Ears by Jennifer Veenendall
o A book for children that talks about sensory issues
Everybody Is Different by Fiona Bleach
o Great book for siblings of those with ASD
Since Were Friends by Celeste Shally
o Explores the relationship between two boys: one with ASD and one without
Ten Things Every Child with Autism Wishes You Knew by Ellen Notbohm
o Ideal for parents and educators with advice not only specific to ASD
Behavior Solutions for the Inclusive Classroom by Beth Aune
o Great resource for any parent or educator. It includes potential causes for the
behavior as well as practical solutions.
From Gobbledygook to Clearly Written Annual IEP Goals by Barbara D. Bateman
o IEPs are a huge part of special education. This book helps to refine the process