The conclusion shows that although it can be difficult to teach Autistic children, in the correct learning environment and with the implementation of a strategic teaching plan it is not impossible to carry out with a positive outcome. The case in this research is depicting an 8 year old who has been diagnosed with a mild form of Autism. The symptoms of this child are discussed, and there is a defining look at the atypical behaviors he exhibits which could have the most bearing in the learning environment for him on an individual basis.
In our society there are numerous developmental disorders which often interfere with the educational process. Autism happens to be one of the most severe out of the various developmental delays that are in existence in society but it does not necessarily mean that teaching these children is impossible. A developmental disorder is in actuality a disease that does prevent an adult or even a child from functioning at the correct conventional level in society. Simply attempting to adapt to everyday tasks becomes highly complex for the child with autism (Frith 1991).
Scientific research has discovered that Autism is a developmental disease which affects boys more than it does girls and it is non-discriminative meaning that it is found throughout the world in all families of all racial, ethnic, and social backgrounds (Groden 1988). Autism is normally characterized by specific actions from the child which can include detachment, withdrawal from social contact, daydreaming, uncontrollable emotions, mood swings, obsessive behaviors with inclusion of hand flailing, rocking, and head banging (Frith 1991). Due to the diverseness of complications that Autism can bring to the child in a learning environment, not to mention in the family environment, it takes a very special teacher to work with these children.
Building the Foundation for Teaching Children with Autism
There is a quantifiable amount of strategies that a myriad of special education teachers utilize to teach children with Autism. Basically it depends on the behavior of the child with Autism because the symptoms of the disease sometimes vary among each individual child. Due to this teachers develop their own teaching plans to work with Autistic children as this research area will presently define. In this plan the goal is to design a teaching strategy for an 8 year old boy who has been diagnosed with a mild form of Autism, according to the information that is available.
In order to properly develop this teaching plan for the specific child in discussion the majority of teachers would prefer there to be an Applied Behavioral Analysis carried out on the child to attempt to gain a better interpretation on what his comprehension level is, and what his behavioral characteristics are at the current time. This is always good to have facilitated before the learning process actually begins. The reason this is stated is because the more knowledge an instructor can gleam about the mental capacity and behavior traits of an Autistic child the more improved chances there will be to