| Autistic children often have symptoms that include | | | | behavioral disabilities that often accompany special |
| impaired communications, emotional detachment and | | | | needs students, it is not hard to imagine the challenge |
| even excessive rigidity. They may also have a | | | | special education programs are facing. |
| predisposition to view life in absolute terms of their | | | | Specialized, but highly individualized instruction is a key |
| own desires and needs. | | | | component to help students achieve meaningful |
| As recently as a generation ago, children who were | | | | academic progress. Teachers and supporting staff |
| autistic could be put away in “homes” and | | | | must be provided with the materials and training to |
| “institutions” and were not allowed to pursue a | | | | meet each student's educational needs. To help |
| normal life. Today there are many organizations, | | | | children with autism become more productive and |
| groups, and sources of professional help to turn to. | | | | independent, schools must use or develop specific |
| Children with autism may not develop at the | | | | measures to carefully monitor student progress. |
| “normal” rate, nor mature by the same physical | | | | Systematic use of applied behavior analysis (ABA) to |
| and mental means as other children. But, with today's | | | | help monitor both academic and social progress is a |
| professional resources, many can grow to have a | | | | common provision for many private and public |
| significantly normal life. They can learn to function | | | | specialized education programs. Insurance coverage of |
| reasonably well in their own world and still meet the | | | | ABA services is limited, however there aren't many |
| demands and expectations of the outside world. | | | | recognized meaningful alternatives to choose from. |
| Parents and teachers of children with autism | | | | Instructional strategies should include safe and |
| sometimes struggle to determine where they should | | | | structured environments where children with autism |
| start and what they should do first. Well, it's generally | | | | can develop increasing knowledge and skills required to |
| accepted the first thing they need to do is have the | | | | function independently in real life scenarios. When |
| child properly evaluated to determine where on the | | | | possible, classroom instruction should be supplemented |
| autism spectrum disorder table, a particular child | | | | with community experiences to include visits to public |
| belongs. This diagnosis is a critical first step and will aid | | | | parks, shopping, restaurants, libraries, etc. Monitored |
| in identifying strengths and weaknesses that can be | | | | social interactions can be an importantdevelopmental |
| managed in future behavioral environments, including | | | | measure that helps autistic children cope with and |
| the classroom. | | | | prepare for life outside of school. |
| Increasing numbers of children are diagnosed with | | | | Occupational therapy, parent training, speech and |
| autism and schools are challenged to implement, then | | | | language therapy, behavioral interventions, etc., are all |
| manage special education programs with increasing | | | | common vernacular in the autism support services |
| student enrollment not matched by teacher availability. | | | | world. When they are carefully coordinated with |
| Each student's educational needs may be unique | | | | classroom curricula and supporting activities, they can |
| because of specific learning disabilities. | | | | provide students, parents and teachers with meaningful |
| Therefore, low student-teacher ratios can be very | | | | progress measurement opportunities. |
| important. When you include the emotional and | | | | |