Teaching Strategies For Autism Essay

910 words - 4 pages

Autism or Autism Spectrum Disorder is one of many developmental disabilities that affect students learning. In fact, in the United States, Autism is the fastest-growing severe developmental disorder (“What is Autism,” n.d.). Also, the prevalence of Autism Spectrum Disorder is 1 in 68 children and the prevalence in boys is 1 in 42 children (“What is Autism,” n.d.). Furthermore, Autism Spectrum Disorders also affects the way a child learns and over the years, several teaching strategies have been developed to help teachers to effectively educate students with Autism. Research has also been conducted to develop and test new teaching strategies for Autism and continues in playing an important ...view middle of the document...

d.). Childhood Disintegrative Disorder (CDD) was one distinctive subtype of ASD and it rare disorder that typically effects males. Childhood Disintegrative Disorder (CDD) is defined by a period of time where normal development is occurring associated with an increase in the appearance of Autism Spectrum Disorder related symptoms including loss of motor, social, and language skills and these symptoms usually develop between 3 and 4 years old (Ryan, Hughes, Katsiyannis, McDaniel, and Sprinkle, 2011). Also, Childhood Disintegrative Disorder (CDD) is not the only ASD subtype characterized by period of normal development followed by the appearance of Autism related symptoms. Another ASD subtype that is described by a period of normal development followed by a decrease in head growth and accompanied by an increase in the appearance of Autism Spectrum Disorder related symptoms between 6 to 18 months is Rhett Syndrome (Ryan, Hughes, Katsiyannis, McDaniel, and Sprinkle, 2011). However, unlike Childhood Disintegrative Disorder (CDD) Rett Syndrome is not just a rare disorder, it is a rare genetic disorder that is most exclusively affecting females (Ryan, Hughes, Katsiyannis, McDaniel, and Sprinkle, 2011). (Add Asperger’s and PDDNOS) While, ASD is typically diagnosed on behavioral symptoms without an etiology or cause recent research has been devoted to investigate etiological factors; however, there has been no single cause identified for Autism (“Autism,” n.d.). Finally, although the research has suggested that Autism Spectrum Disorder results from different series of factors including genetic, environmental, and neurobiological that demonstrate the characteristics of the behavioral symptoms associated with Autism (“Autism,” n.d.).
Embedded Teaching Strategy
Recently, for teaching children with autism interest has shifted away from non-inclusive settings and toward more of the inclusive settings that include children diagnosed with disabilities in classrooms...

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