A student with autism may be obsessed with inflexible routines and repetition. They are good at following concrete rule. Some must finish their rituals before beginning a task. The author gave an example of an autistic student refused to take gym class because they change the location to the music room.
Communication is one of the problems autistic children are fighting against. Not only possible limited verbal ability and interaction with others, they may also have difficulties comprehending idiomatic expressions or interpreting the social cues. Unlike normal children can predict other people’s behavior or see the “big picture”, they can’t read others’ emotions or intention. For example, the teacher stands with her hands on her hips and stern facial expression. Other students can easily guess her emotions that the teacher is mad and they can lower down their voice. But it can hard for autistic children.
They may lack the ability to gather information to construct a higher meaning of content and don’t have the problem solving ability. For instance, a student with ASD may not understand “Get ready to paint”. Breaking down the instruction like “ Get your paint brush, get water, clean your table” maybe more helpful.
The Understanding and Teaching Children with ASD is one of the most helpful readings for me. The author gives clear classification of the ASD and different strategies.
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Zezi Zhao
12/3/2014 04:48:28 am
I just had it edited from and posted it again. There is no delete for this. Plz ignore the first one.
A student with autism may be obsessed with inflexible routines and repetition. They are good at following concrete rules. Some must finish their rituals before beginning a task. The author gave an example of an autistic student who refused to take gym class because they changed the location to the music room.
Communication is one of the problems autistic children are fighting against. In addition to the possibility of limited verbal ability and interaction with others, they may also have difficulties comprehending idiomatic expressions or interpreting social cues. Unlike normal children who can predict other people’s behavior or see the “big picture,” they can’t read others’ emotions or intentions. For example, the teacher stands with her hands on her hips and a stern facial expression. Other students can easily guess that the teacher is mad and they can lower down their voice. But it can be hard for autistic children.
They may lack the ability to gather information to construct a higher meaning of content and also lack the problem solving ability. For instance, a student with ASD may not understand “Get ready to paint.” Breaking down the instruction like “ Get your paint brush, get water, clean your table” maybe more helpful.
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Liz (Jieun Lee)
12/4/2014 04:11:26 am
In this week reading, it was good to know about ASD. It is really helpful to prepare my final presentation about ASD artist. Also I can feel better understanding my kids who have most Autism spectrum in fieldwork observation. Especially related to presentation, Temple Grading depict to categorize the artistic ASD in three ways. I realized the artist that I choose in my presentation is part of visual thinker same as Grading. She said autistic mind it attends to details and the autistic mind picks out the little letters more quickly. She categorized three ways to recognize different artistic ASD. First is visual thinker who can draw virtual reality in their brain. Second is pattern thinker who is a more abstract from of visual thinking. And last is auditory thinker who is the word specialist mind but these people do not tend to interest art. So far from my observation I realized they have different brain system. It caused to be distracted to socialize them. But they have possibility being intelligent thinker in different way.
Second reading from Ruth Eren, Author emphasizes the strategy to education ASD. I can understand what I misunderstood in my observation field. I especially was interesting about preparing for transitions which is one of strategy. Author says “Visual or written schedules can be very helpful with transition. Many children with ASD are uncomfortable with the changes involved in transitioning from one activity to the next. They are now always able to predict what will happen in the next activity.” Kids in special needs use to play with schedule card. I just think they play with card. Also this is due to their different brain system which is mentioned by Grading above.
In addition to, Eren said Classroom rules clearly and simply stated are another positive, proactive way to help a child ASD. To be specific, “No running” Is more effectively written as, “walk in the classroom.” When I start observation, I thought teacher and people in school; they are not kind to kids. I realized it is also one of strategy. I think some teacher and aids do not use kind words for them someway though.
I remembered my beginning of inclusive art room class talk, the reason I am not familiar with disability I feel afraid to teach special needs. Having an experience with them, I realized they are also lovely kids and I was sad and worry about their future. I remembered parents who have a autism kid. She said that she doesn’t want her child grow up… I recently fully understand what she means as getting close to those kids. And when I research my autism artist, I wonder how he can notice his talent and how he can speak and socialize with people. He seems to be normal not like he describe his childhood. It could be important how they are nurtured from school and parent. Visual is also one of the learning strategy for ASD. So recently I consider more teacher’s role as an teaching artist.
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Paulina
12/4/2014 04:41:15 am
1. Patterns and routines 2. Different visual perception3 different communication skills
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Briana Hill
12/4/2014 06:02:09 am
Three things that I've learned about the way Autistic spectrum disordered people may experience the world are, physical incapabilities, not having the ability to express themselves they way that they might want to and often being misconstrued as "dumb" or not intelligent.
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