AUTISM SPECTRUM DISORDER 1

Exceptionality Inquiry: Autism Spectrum Disorder

Rae-Lee Fraser

Vancouver Island University EDTE 532

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Exceptionality Inquiry: Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) is a complex, neurobiological disability that affects the

functioning of the brain (Lubetsky, Handen & McGonigle, 2011). The DSM-5 characterizes

Autism by “persistent deficits in social communication and social interaction and restricted,

repetitive patterns of behaviour, interests, or activities” (DSM-5 Diagnostic Criteria, 2013).

In recent years, the prevalence of Autism has grown substantially to one in 110 children.

Changes in diagnostic practices and greater public awareness are factors that attribute to the

increase (Lubetsky, Handen & McGonigle, 2011). The prevalence of ASD between males and

females is not equal. According to the BC Ministry of Education (2000), “studies reveal a male-

to-female ratio between 3:1 and 4:1” (p. 4). The single cause is not fully known. However, it is

widely accepted by scientists that ASD is a genetic condition (BC Ministry of Education, 2000).

The word spectrum refers to the wide range of characteristics of ASD. No two people on

the spectrum are the same. However, there are some key characteristics that are important in

diagnosing the disorder. The four main categories are communication, social interaction, unusual

behaviour and learning characteristics (BC Ministry of Education, 2000). A diagnosis of Autism

will come from a physician or clinical psychologist who specializes in the disorder, through “the

presence or absence of certain behaviours, characteristic symptoms, and developmental delays”

(BC Ministry of Education, 2000, p. 5).

Children with ASD often face challenges in education. The degree of these challenges

depends on where the child falls on the spectrum. Research shows that some children with Autism

show deficits in cognitive functioning. In the classroom, this could affect the child’s ability to pay

attention to relevant cues and information or focusing on multiple cues at one time (BC Ministry

of Education, 2000). However, not all children with ASD struggle academically. In fact, some are
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extremely intelligent and may have deficits in other areas such as social interaction or sensory

stimulation. Children with ASD may have difficulties in understanding the emotions of others,

interacting with peers, communicating, or forming relationships. Some children with ASD have

difficulty understanding “what they see, hear and otherwise sense” (British Columbia Ministry of

Education, 2000, p. 3). Sensory overload may be disturbing or even painful for some individuals,

which can result in challenging behaviour or anxiety (BC Ministry of Education, 2000).

Since a student with ASD has significantly different needs than most students, planning

the instructional program is complex. Student’s with ASD will have an Individual Education Plan

(IEP), which specifies information about goals, modifications, adaptations, strategies and services

that will support the individual (BC Ministry of Education, 2000). Ongoing assessment by the

classroom teacher is integral in “planning programs that will be appropriate to each student’s

strengths, interests, needs, and level of functioning” (Ontario Ministry of Education, 2007, p. 25).

According to the Ontario Ministry of Education (2007), “the responsiveness of a student with ASD

to an assessment task may be affected by the novelty and structure of the assessment situation”

(p. 25). Taking this into consideration, assessment accommodations may be necessary to allow the

student to authentically display their abilities. Accommodations could include visual supports to

clarify verbal instructions, additional time for response, and alternative environments for the

assessment task (Ontario Ministry of Education, 2007). Similar to all students, a child with ASD

needs multiple ways to show their knowledge. Authentic assessments in an inclusive classroom

could include portfolios, self-assessments, learning logs, journals, performances, and photographic

essays. Indicators of achievement for ASD students could include improved ability to generalize,

increased independence, forming friendships, academic progress and decreased behavioural

problems (Assessment and Autism, n.d.).

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Learning Strategies:

 Social stories (Notbolm & Zysk, 2010).

 Visual schedules (Notbolm & Zysk, 2010).

 The Incredible 5 Point Scale

 Mind-Up

 Non-verbal reinforcements

 Sensory breaks

Resources:

 https://www.autismspeaks.ca

 https://www.nationalautismresources.com

 https://autismcanada.org

 http://www.autismjunction.ca

 https://www.actcommunity.ca

 1001 Great Ideas for Teaching & Raising Children with Autism or Asperger’s by Ellen

Notbohm and Veronica Zysk

 The Seven Keys to Unlock Autism by Elaine Hall, Diane Isaacs, and Stephen Shore
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References:

Assessment and Autism (n.d.). Retrieved March 11, 2018, from https://classroom-assessment-

theory-into-practice.wikispaces.com/Assessment+and+Autism

British Columbia Ministry of Education. (2000). Teaching Students with Autism: A Resource

Guide for Schools. Retrieved from

https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching

-tools/inclusive/autism.pdf

DSM-5Diagnostic Criteria. (2013, July 28). Retrieved March 10, 2018 from

https://autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria

Lubetsky, M. J., Handen, B. L., & McGonigle, J. J. (2011). Autism spectrum disorder. Retrieved

from https://ebookcentral.proquest.com

Notbohm, E., & Zysk, V. (2010). 1001 Great Ideas for Teaching & Raising Children with

Autism or Asperger’s. Arlington, TX: Future Horizons.

Ontario Ministry of Education. (2007). Effective Educational Practices for Students with Autism

Spectrum Disorders: A Resource Guide. Retrieved from

http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismSpecDis.pdf