Karen Plumley's Blog
Posted by Karen Plumley
The latest buzz on autism in the United States is that the previously estimated number of kids affected by an autism spectrum disorder (autism, Asperger syndrome, pervasive development disorder not otherwise specified) was off. The old estimates came from a 2003 National Survey on Children's Health and at that time, only 1 in 150 kids were reported to have an ASD. Now, the estimates coming out of a more recent survey suggest that autism occurs once in every ninety U.S. children.
What is going on here? Are children just being diagnosed with autism more often than before because there is more awareness and knowlege of the disorder, or is there actually been an increase in the incidents of autism due to environmental or genetic factors? Important to note is that some of the statistics have remained steady, such as that boys are four times as likely to be diagnosed with autism than girls.
Whatever the case may be, and hopefully there will be further studies to determine risk factors and causes of autism, one thing is abundantly clear: The educational system of this country will need to be more prepared than ever for the inevitable influx of children who have been diagnosed with an autistic spectrum disorder. The likelihood that a classroom of 25 kids contains at least one on the autistic spectrum is becoming greater and greater. How will teachers prepare their curriculum, lesson plans, and daily activities to enhance awareness of and meet the needs of autistic children? The following articles may be a start for teachers looking to help their students with autism:
Autism Social Skills:
- Classroom Social Skills Training
- Raising Autism Awareness in the Classroom
- Conversation Skills
- Coping with Bullies
- Teambuilding Games
- Acting Lessons
- Classroom Parties
Improving Academic Skills for Autistic Students:
Helping Autistic Kids Through the Day:
Posted by Karen Plumley
These 12-year-old students were homeschoolers that signed up for a one-hour American Sign Language course taught by Signs and Smiles owner Mary Buckley. Slightly befuddled with what was probably the hardest introductory test they had ever taken, the children were visibly affected by the poignancy of the listening activity.
Deafness can be an isolating condition, and it can be devastating to students who are trying to make sense of sound in a hearing world. But if the hearing population could only relate to the challenging issues facing children who are deaf or hard of hearing, the barriers to understanding would be torn down. I believe that the listening exercises provided by Mary Buckley accomplished this goal perfectly.
Buckley holds certificates in ASL and Deaf Studies, and she is a certified ASL/English Interpreter. She also believes wholeheartedly that children, hearing or otherwise, who learn sign language early will boost their communication skills. If it means that the hearing will understand the deaf and vice versa, then the first step has already been accomplished for these young students.
For further reading, take a look at my related articles here at Suite101.com:
Identifying Hearing Loss in Children
Learning Difficulties for the Hearing Impaired
Assistive Listening Devices in the Classroom
Posted by Karen Plumley
I just completed writing an article entitled, Life Threatening Food Allergies in School after following for a couple of weeks a fierce debate in a local newspaper on the subject of whether or not peanuts should be allowed in school. Irate parents from surrounding towns are furiously weighing in. On the one hand, it seems that severe peanut allergies are very uncommon and parents of non-allergic children are questioning whether or not all the children should be made to "suffer" without their daily dose of peanut butter to satisfy the needs of the few.
On the other hand, the parents of children who do truly suffer from these life threatening allergies make a good argument in saying that every child has the right to be educated in an environment that is safe. These families live in constant fear that their children may die if not properly looked after.
Older children have the ability to read labels, avoid certain foods they are unsure of, and take care to wash their hands--but in the case of peanuts, these measures may not be enough. And the younger ones will continually need to be reminded to watch out until they understand the consequences of their allergy.
Those who do not fully understand an allergy so severe may not even know how to distinguish foods that are truly peanut free. For example, candy that does not contain peanuts may still be dangerous if it is made on a production line where peanut candies is also made. And of course, there are the food items that are put together by the home cook, in a kitchen that probably is not free of the deadly allergen.
The topic of banning peanuts from schools will continue to divide those who are trying to comprehend how something as innocent-looking as a peanut could possibly be so dangerous, from those that are fighting for the very survival of their offspring on a daily, hourly, and minute-by-minute basis.
Posted by Karen Plumley
Hi there!
I have an intense interest in autism and Asperger syndrome as it relates to children, education, and parenting and am especially grateful whenever I receive comments on the articles that I have written on this particular special needs subject. I recently received an insightful comment from a guest with Asperger syndrome on an article I wrote for Suite101.com entitled, Asperger Syndrome and Homework. In it, the person mentioned that playing music helped him or her complete schoolwork.
This got me thinking about how different everyone is. It doesn't matter what type of disorder may be affecting a person, or even if there is a disorder at all. We are all different, and we all have different ways to help us get through our day successfully. I know that for me to concentrate on my writing, I need complete silence!
For parents or teachers of children with high functioning autism and Asperger syndrome, solving a problem may just be a matter of trial and error. If a child is having trouble falling asleep as an example, a parent could try a warm bath, reading in soft lighting, massage therapy, blanket wrapping, books on tape, or relaxing music. If you are teaching a student with Asperger syndrome and sensory issues, you may try seating the child in the front where there are fewer visual distractions, or send him off to deliver books periodically so he can get a sensory break. When an idea works, it can then be incorporated into the routine. But don't count on it working forever! Small adjustments may be a part of the ongoing effort.
Whatever the concerns of the moment are, remember that you are not alone. In fact, the Centers for Disease Control and Prevention recently reported a rise in the prevalence of autism to 1 in every 150 American children (and 1 in every 94 American boys).
Hang in there and keep trying to find what works for your child or student. Or yourself!
