Autism: Children With Disabilities

Discuss about the Autism for Children with Disabilities.

 

Autism is a permanent age-linked disability that affects how an individual perceives the world and how they socialize with others. Autistic people view the world from a different perspective, their sense of hearing, seeing and feeling differ from other people in the world. Children suffering from autistic will experience this through their lifestyle. Prevention is better than cure; autism is not a disease and is not curable. Most of the time, people who suffer autism view it as an important factor of identity. Individuals who have autism have one common factor of difficulties and it is that they are affected. Differently, some have learning incapacities, mental health problem and other problem, this means they all need different levels of moral support (Edwards, 2007).This paper will focus on the effects of autism in school-aged children.

The primary cause of autism is unknown because it is inheritable in the family to children. Children who experience this disorder are mostly affected because their learning ability diminishes. A male child is at high risk of contracting autism than a female child. Autism affects children from birth throughout child’s lifestyle; mostly the speech is delayed when a boy tries to convey a message to their superiors this leads to anxiety. However, the best way to solve is a change of communication by use of sign languages, pictorials. Sign language goes hand in hand so as to achieve and correct autism difficulty for a short period. Also,  there is difficulty in accepting to changing life situations, when the desired information is obtained through the picture exchange communication system. Understanding and picking key abilities in a child is an essential aspect (Lawson, 2011). Children with autism might not be getting to know other languages this is because they try to alienate to other kids.

Leads to depression and feeling unwanted in school, to uplift the knowledge of the child, one needs to; firstly aligning yourself to the level of your child and get to show the concern towards your child. Secondly, the guidelines to the child should be brief and precise to the point and ease them into one at ago. Thirdly give time to your to enable them to adapt to the information or instruction received. Fourthly avoid concurrent guidelines just immediately. Fifthly try to practice use of visual effects (Batshaw, Roizen, &Lotrecchiano, 2013). Use of visual effects solidifies the speech conveyed; this raises up the child understanding and capability of views and ongoing events. The benefits to the child empowered towards sustainability which leads to improved performances in class.

Leads to social isolation this is another challenge for an autism child whereby a child tends to be unfriendly and isolated from other fellow students (Bogdashina, 2014). As much as children have different upbringing and also a few of them might not be interactive, it develops an isolated individual and mostly found alone. Most likely the kind of children defines their hobbies or requires their private space to deal with their pressure of school work. Children of this nature might be the target of intimidation within the school from staff and also fellow students only if they are sufficiently isolated from other students. Social halls and library is an alternative to suit the isolated students and enhances the social interactions between themselves (Allman, 2010). A student might be having same hobbies with the anti-social student this will enable the engagement more active and develops the friendship.

The repetitive act also is also shown in autism this is achieved when a child is preoccupied with certain subjects that dominate the child mind completely. These actions displayed in children are beneficial to them this reduces the trouble due to school going children with autism extreme. This act also develops an interest in the capability of a child and thus can bring up a change in the child and also a strategy (Bardhan-Quallen, 2015).

In conclusion, tutors to the child should also have strategies on various skills accordingly and allocate time for the child to learn through, this support enable the child to maneuver through on different field and environments. 

References

Allman, T. (2010).Autism (1st ed.). Detroit: Lucent Books.

Bardhan-Quallen, S. (2015).Autism (1st ed.). Detroit: Thomson/Gale.

Bogdashina, O. (2014). Communication issues in autism and Asperger syndrome (1sted.). London: Jessica Kingsley Publishers.

Batshaw, M., Roizen, N., &Lotrecchiano, G. (2013).Children with disabilities (1st ed.). Baltimore: Paul H. Brookes Pub.

Edwards, M. (2007).Autism (1st ed.). San Diego, CA: Lucent Books.

Lawson, W. (2011).Understanding and working with the spectrum of autism (1st ed.). London: Jessica Kingsley Publishers.