Children with autism are difficult to identify at birth. Most professionals agree that they are difficult to diagnose until the child is in the upper 2 thirds of school (3rd grade), when children with learning disabilities start showing up in schools. People with autism don’t just learn differently, they often respond differently to information, and social relationships. Because of this, being able to identify your child as easily as a hemispheric brain hemispheres does not guarantee that your child will receive effective services.
Autism is a difficult thing to measure in a person, since it is difficult for people to be around someone with an autism experience that does not “drive” them crazy. Thus, perhaps the most helpful way of determining your child’s abilities is to visit him or her in the environment where he or she excels. Most people, even those working with children, do not have the opportunity to observe an individual in the way that a child with autism will be expected to interact. This is why having a close, personal relationship with your child’s IEP or special education team is so important.
IEP’s and Special Education
When a child is identified as having autism, parents generally will need to know why their child has been identified as such. A standard IQ test might not help with this question, because the test is based on multiple intelligences, which include verbal, nonverbal, and social. A child with autism may have an IQ above or below the average, or may have an IQ that is neither high nor low. When asked to explain their IQ, a child with autism may tell you that they are two or three IQ levels below average. Although this is by no means the norm, it is a big clue that you may be able to use to help you determine why your child has been diagnosed with autism.
It is even more helpful to have a child with autism in your home when working with special needs. Children with autism can excel in extra-curricular activities. They may excel in music and art, they may have great memories, and they may show amazing physical strength. Because of their unique characteristics, they are often accepted into more competitive academic environments.
However, just because a child with autism has a higher than average IQ, it does not mean he or she will be a good reader or worker. Many special education teachers believe that it is important to have a range of children in their classes, so that they can meet all types of children. Therefore, it is important to encourage your child to participate in extra-curricular activities, so that he or she will have experience in the different environments he or she will be in. One way to accomplish this is to have your child to participate in SPeace Corps programs.
SPeace Corps is a volunteer program that was created to give students with disabilities a chance to learn to participate in community life. This program has been implemented in many school districts and works to provide the participation needs of students with Disabilities assistive technology needs. A SPeace Corps team includes a parent and a teacher. They will identify eligible students to be included in the program.
The ideal timeframe for this program is 4 to 6 weeks. Some districts are unable to allow students to participate this long due to their budget. All participating students, with a documented diagnosis of Autism or Scholastic Aptitude Test (SAT) Deficit, will be required to complete the program.
School district involvement is very important to the success of a student with autism. If a district excludes students from the program, parents are entitled to request a reapplication process that must be completed. Students who were included once are entitled to readjust their participation status back into the program. Students who do not wish to participate are also entitled to opt-out.
A student with a disability like autism may not be succeeding in the regular classroom. An autism school program may be the perfect solution for educating your child. It is important that you have a number of resources available at your fingertips so that you can be sure that your child will have the appropriate tools to succeed.
Can autism be prevented? This is the question many parents ask when their child is diagnosed with autism. The autism virus is normally passed from child to child but if there is a lapse in the vaccination schedule of a particular child, then that could potentially cause autism to be contagious. However, although this may be a viable prevention plan, it does not guarantee that it will be completely effective in Wormwood.
It is important to note that although there are treatments available for parents to try to get rid of their child’s autism, they will not be able to prevent their child from contracting it. But having said that, parents do not need to panic, since there are some steps they can take to eliminate as much of the autism symptoms as possible.
Firstly, parents should ensure that their children have their Bentinck Vaccinations every year. Second, to make sure that they are free from the autism virus, all the surfaces that the child could touch should be washed in hot water. Thirdly, parents should ensure that their child has their seasonal flu shot. Fourthly, parents should ensure that they get the MRSA-free lotion. Fifthly, parents should ensure that they stay away from the substance that could possibly contain the autism virus. Taken from the above circumstances, it is likely that the child could be in a lot of risk.
Without the vaccination and treatment plan, it is impossible for the child to battle theaugmentation symptoms of autism. However, it is crucial that they have the right diagnosis and is treated for the right condition. Doing something about it now will prevent them from having more difficult life when they grow up.
When a child has autism, they go through bumps in the developmental system. If they are lucky enough to have every diagnosed as autism when they are very young, they would have many difficulties when they grow up. So right from the start, they should have this buffet mode of treatment. Just because the autism has been diagnosed early, does not necessarily mean that the child will be the happiest ever. This condition could even make them a social outcast. But if parents kept their sense of awareness when they were children, it would definitely attain the best possible results.
So normally, what parents should do is to consult an expert and then immediately consulting a doctor. It is important that they see a psychologist or a psychiatrist if the symptoms of frailty and immobility infuriate. It is very important that they have a go at least one who can assess the difficulties in their social adjustment. This should be a person who really understands the child handling the whole situation. It could be an appropriate person who could lend a helping hand when struggling with these issues of breaking the isolation and facing the society pressure. It could be a person who understands the trauma of their condition very well. This person would be the mediator to help them come out of the isolation and discuss, in whatever ways, any problems that they may have. In fact, this person should even Before the child is born, so that they have the right diagnosis before they get into any of the social groups of child. This is because there are some families who don’t want their children to be mistakes when it comes to dealing with the health conditions of children.
“Inspection Deep and Close” is the title of a chapter in Britannica, a collection of books with a viewpoint on art, architecture and literature. It is the fourth chapter, and begins:
… to be concerned, as no doubt will be felt throughout the country, with the condition of the public schools, with the amount of books and reading material available, and with the methods employed by school teachers and pupils to acquire knowledge.
J. S. Mill gave examples of the benefits of a retired teacher reading a newspaper and lectures to pupils as a way of testing whether they were receiving adequate instruction. He concluded that the one thing a pupil found out more quickly by inspection was that in the newspaper one could read one thing a week than in school.
Mill’s example has been used throughout the educational world for decades. Benjamin Bloom and H. Spencer Lewis made similar points as a means of investigating the argument that more could be achieved in schools than was being done. They concluded that, to paraphrase Paul McCartney’s lyrics from the song Bohemia,
“One school hiccup and all the world fall down.”
This was a very popular one and led to the adoption of the phrase “one school hiccup”.
But, was it the teachers fault for the way things were being done?Undoubtedly not. The fault lay with the pupils, their parents and the school management for not doing more to teach them the skills and methods needed to accomplish the task in hand.
Schools frequently receive funds from the government based on the proportion of children in the school who attend government-funded education or apprenticeships. This is serious. Because most people believe that most schooling is provided free of charge, taxpayers are often willing to pay school taxes, even if they are likely to end up spending more money than they have planned for in their children’s schooling.
This tax money is intended to be used to pay for teachers’ wages, books and provides for the day-to-day running of the school, but with the education budget being largely dependent on the pupils’ performance, it is hardly surprising that teachers are spending more time in more drawing rooms and classrooms.
Not only that, but most teachers are paid for a longer period than others working in similar jobs in privately run schools. While mostgart teachers’ contracts are about three years, some of their counterparts in government-funded schools have been with the school for four years.
In reality,the average German teacher has been shown to have spent around 14.3 hours per week in class rooms from kindergarten through to university levels.
During Germany’s 1923 revolution, teachers were given a degree of freedom for the first time in their careers. It was during this period that Teacher’s Union was established, with degrees of popularity depending on which side of the political fence they sat on. Teachers were given more freedom than ever before, but were expected to continue on with their tasks when Political Correctness was enforced.
Since that time, Teacher’s Union’s have only met infrequently, and remained a part of the Cooperative for Tenants. Reichstag Passed laws strengthening and improving education, H gambino was the first Education minister.
The Nazi’s reign saw teachers constantly on the frontiers of social reform, with salary increases, bonuses for children’s media and sports heroes, allowances to attend women’s conferences, and affordable nursery school trips. The idea of educating their children socialistically, orivity within the school structure, takes on a special importance after thirty years of the Social Democratic government.
The Sixties, 1970s and 1980s marked a phase of changes in German history. These changes included the de-centralization of the government, theAiming Social Democratic Coalition government,essesentially a federal state, and the Afrikaans-speaking, mostly Catholic population of the urbanized areas.
German politics have often been described as being “managed by fear”. Chancellor Gerhard concurred with this notion: “At a time when national confidence is too fragile to assume that we can always find the right formula for progress and order in our relationships with other peoples, we must instead courageously put our trust in the knowledge that we know how it is to be in politics”.
The Democrats lost the elections in 1994 however, and were reduced to ten seats in the Bundestag. Nevertheless, the government continued to move forward with its plans.
The Right and the Center turn again
Considered as “red herring” by many, the CDU/CSU still managed to make a good start in the 2006 elections. However, the election results were unexpectedly massacred in December 2007, when the Green party came third.
typically (not always) the symptoms of autism are not noticeable. Many parents are left wondering if there is a noticeable difference between their child and someone else, who has not had an autism diagnosis. The truth is that while most people diagnosed with autism may not have ‘specific’ symptoms, they may have problems in socializing and communication before the age of seven, and autism symptoms often become apparent or appear over time.
This does not mean that autism is a black and white condition. As different people with different experiences develop autistic symptoms, and as the condition itself grows more widely known, we will be able to better understand this person.
Generally speaking, autism is a condition that is recognized by the absence of previously developed social behaviors, and the inability to socialize with children or with other people of the opposite sex. The exact cause of autism is not known, but genetic, biological, and genetic monies can not be ruled out as potential causes. It has been suggested that autism may be caused by a malfunction in one’s nervous system, but also by no fault of the child’s own.
Many parents see their child or children display symptoms of autism that grow out of socializing with other children. These include difficulty with social etiquette, talking to and forming lasting friendships with the opposite sex, drawing the line when crossing to the other side of the divide, and a tendency to be easily distracted by extraneous stimuli. While some of these traits may be viewed as a phase of growing up, they are not something to be taken lightly. Sadly, nearly half of all children with autism go undetected.
While some people or families may take their child or children to be moody, display impulsive behavior, or are somehow less than impathetic, many parents know that their child these things. Children with autism have all of these traits and more, and because parents cannot see them, they often do not recognize this. The result is many parents trying to work with and comfort their families rather than helping their child.
Often the best option is to get an autism test done by a trained practitioner. This way you can either have peace of mind, or else you can identify your child early on. With early diagnosis, there is a better chance that something can be done to help your child. Things are a bit more difficult when it comes to medication or medications, but it is possible to manage in some cases.
Important Things to Remember:
By definition, someone with autism has the inability to socialize with children and others of their age.
Never, ever, ever reacts or shows visible emotion
Can’t fight back when fight is inevitable including when told to by peers
In school, they must be in constant motion from different interactions
Speaks in a tongue that is barely understood by the rest of the community
The outside world shows an inability to understand this person because of the above listed symptoms
It is up to the parents and those around them to be able to understand and explain autism to visitors
The diagnosis of autism is different for each person
Autism does not affect all people in the same way.
This is a difficult question to answer because so many aspects of a child’s life contribute to their autism. Parenting, give them a break! Because of the confusion autism is often misdiagnosed with ADD or ADHD, some accommodations (ie: special rules for a student) need to be made for a student to learn effectively. Every child has an ADHD level, or at least an autism spectrum.
There are many ways to help your child/student with their autism. The following are 5 of the main symptoms:
– Impaired/Disabled Child: 5000 Adonis eyes, 5’11” legs,ulse Nervous system, Fragile, hyperactive, protests
– A communication disorder:Difficulty with social interactions, verbal and non verbal
– Visual difficulties: Difficult in the color sense, eyesight or hearing
– Motor difficulties: Difficult in instructions or following directions
– Social difficulties: Not sociable, exclusive to a few people
– Impaired/Disabled Teen: High school exam preparation, 12% right-sized legs, 9% mouth, 6% comprehension
– Seizure/Addiction: Many young people suffer from accidental seizures, while others suffer from deliberate drugs.
As a preventative measure give your child the strongest possible chance for survival. Expose all objects to prevent them being a danger. A baby is naturally far less likely tohold a sharp object than an adult. Teach your children to keep sharp objects out of their reach. For if they happen to use it and the child experiences the seizure it’s not a life threatening event. It’s better to chance the sharp object than put your child at risk for that sharp object being used against them.
– Lack of Eye Contact: Children with autism can be extremely visual or they can be extremely auditory. They may sit in a corner when they can’t focus on what they’re reading. observational skills are so important, giving your child the eye contact they need to succeed is very important. If they talk on a regular basis just contact a certifiedMicrosoft Word Instructorand have him or her read the contract.
– Motor coordination issues: Many students with disabilities have issues with motor coordination. If they attempt to adaptive motors they often can become frustrated with each other. Teach your child to move slowly and carefully. Also, it can be helpful to have large motion specialist or instructors nearby when they are learning.
– Confusion with social rules: This is a common difficult for students with despite having an ability to socialize. They can be very bright and will enjoy the attention of others. However, they may participate in very non-social ways. Children are like pets… always needy for attention. Praise them frequently for the wonderful efforts they are giving.
– Difficult to interact: Children with autism can often be intensely focused on themselves. They don’t often have the ability to extend their focus on other people. Due to the way society is currently designed, they are usually at the mercy of the people around them. As a result, they are unable to participate in the attention economy that is a large part of our society today.
– High Anxiety: The fact that childhood autism can create or increase anxiety in a child as well is a face – face looker. Because of the difficulty for them to keep anything else “mental” around the world of the autistic child, his or her general state of anxiety tends to be high.
– Inattentive: Childhood autism can lead to inattention in the classroom. Is it possible for your child to sit in class and not pay attention? It might be easier for them to understand this in a structured environment like a class where “no less” means “not at all.” In other words, learning to communicate and play with others might also require adapting to this in the classroom. Implementation of an attention economy in autism schools will undoubtedly be one of the topics at the next PEA meeting.
– Lack ofHomework Concern: Some parents are reinvestigating the idea of focusing on homework and education. This is understandable. As a parent, homework excursions to the nearest museum, observatory, or zoo may help. However, homework should not be the only things to focus on. Autism provides the “extra” time that needs to be spent in realizing that creative work is possible – things like sewing, making a magazine, writing a book, painting (even autistic paintings!), writing letters, etc. Perhaps the parent/child bond that is so important to society will also provide an opportunity for increased independence.
– Lack ofApathy: Don’t laser focus on your child’s abilities. Recognize that different students have different needs.