Understanding Challenges And Strategies In Teaching And Learning For Children With Autism: An Essay.

The Unique Challenges of Teaching Exceptional Learners

Teaching as a profession has been considered to be one of the most fruitful, as well as one of the most challenging. It requires an individual to be responsible for bestowing knowledge on a group of learners while being extremely aware of each one's strengths and weaknesses. It can be aptly stated that no two pupils are the same, and therefore the teaching methodology has to be differentiated a bit for the two. However, a number of more challenges come into play in the context of teaching exceptional learners. Therefore, this paper seeks to understand the learning process of children with autism and to decipher the teaching methodologies that may be used to make their learning experience better and more fruitful.

Autism is a long-term developmental disease that mostly affects youngsters. When it comes to persons with autism, communication, social interaction, and restricted/repetitive interests and behaviours are all difficult to manage(Speaks, 2011). It is quite rare for them to be accompanied with sensory issues such as high or excessive sensitivity to sounds, odours, or physical contact, among other things. Because of any or all of these concerns, some persons may develop behavioural problems as a result of them.

It is important to emphasise that each person's autism is unique, which is why the word "spectrum" is used. Autism is classified as a spectrum condition, which implies that each individual has their own set of strengths and limitations. The illness known as autism spectrum disorder is assumed to be caused by abnormalities in brain structure or function, while no one cause has been identified. The brains of neurotypical children appear to be distinct in form and structure from the brains of children with autism. Scientists are continuing their investigation into the origins of autism, and they are looking at a wide variety of possibilities, including genetics and heredity as well as medical disorders (Kogan et al., 2018).

As a result, there appears to be a genetic basis for autism in many families, lending credence to the theory that the disease is handed down through generations. Because there has not yet been identified a single gene that is responsible for autism, researchers are hunting for aberrant bits of the genetic code that may have been handed down from children with autism. Another research implies that autism may be passed down via generations, but that there is no unique "trigger" that causes the illness in any one youngster (Grimaldi et al., 2018). Other researchers are looking at the possibility that a cluster of unstable genes might interfere with brain development and lead to autism in some individuals. Another group of specialists is investigating potential problems that might emerge during pregnancy or childbirth, such as infections, metabolic disorders, and toxins, among other things.

As a result of the lack of a medical test, such as a blood test, that may detect autism spectrum disorder (ASD), it is difficult to diagnose the condition. Doctors investigate the child's developmental history as well as his or her behaviour in order to make a diagnosis. Autism spectrum disorder (ASD) can be detected as early as 18 months of age, which is considered to be early detection. The diagnosis of an experienced expert can be trusted till the child is two years old (Carbone et al., 2020). Children are often not given a definitive diagnosis until they are a significant amount of time older. Some people don't be diagnosed until they're adults or even in their twenties, which is a shame. As a result of this delay, it is possible that children with ASD will not receive the early attention they require. A screening tool does not offer a diagnosis until much later in the process, but it can indicate whether or not a child is progressing properly and whether or not a specialist's attention should be sought. It may be required to conduct a formal developmental evaluation if the results of the screening tool indicate that the child is at risk. A formal evaluation of a child's development is carried out by a professional specialist, such as a developmental paediatrician, child psychologist, speech-language pathologist, occupational therapist, or other specialist, as part of their training (Carbone et al., 2020). Children may be watched, subjected to a systematic evaluation, or answered questions by a professional in their field. In addition, they may be requested to complete surveys. It is on the basis of the results of this formal examination that a decision is made as to whether a child requires special treatment, early intervention programmes, or both.

Understanding Autism as a Developmental Disease

Teachers in special education are well-versed in autism's unique learning features, while the general teaching population lacks this knowledge. Only social and non-social aspects of autism may be diagnosed. Children with autism spectrum disorders (ASD) possess a wide range of abilities and talents. It's impossible to generalise about the learning capacities of autistic youngsters. A youngster with autism may be able to give one the names of different colours, but they may not be able to identify the colours in a picture. The eidetic memory of many autistic youngsters has also been shown to be able to recall important facts. It might be difficult to teach children language development skills if they don't comprehend or follow directions. Working with autistic people may teach you how to pay attention, regulate your emotions, and adapt to change. This can lead to social or linguistic challenges, since they may struggle to follow directions (Furneaux & Roberts, 2018).

There are a number of learning objectives for this course, including an explanation of what "language nutrition" is, a discussion of how to assess a child's language environment using various approaches, and an evaluation of the influence of language nutrition on language development in autistic children. Messages are also conveyed regarding the importance of parents understanding their children's needs and making sure they are included in activities, games, singing, and dancing. If a student is particularly interested in something, it is possible to include that into the curriculum so that they are not left out. Following the child's lead while they play will help you to see what they are interested in (Boucher &Scarth, 2018). Children's comprehension and needs may be better served by talking to their parents or other caregivers.

The improved M-CHAT-R, or modified checklist for autism in toddlers, is a screening tool which has been known to be quite effective. The child's conduct is examined through a series of twenty questions on the checklist (Yuen et at., 2018). Parents or caregivers can use the checklist to determine if their kid needs additional testing. The child's capacity to communicate is affected by ASD. When someone communicates using a checklist, they use little or no words, do not answer to their name, and do not accurately interpret the term. During the run, the runner keeps track of a behavioural stream. The goal of keeping records is to acquire useful data, which will be used to draught a conclusion and a succinct summary. For general development assessment, the Ages and Stages Questionnaire (ASQ) is a parent-complete questionnaire. As a result of the questions, the parent can determine whether or not their child is qualified for early intervention treatment.

Furthermore, Preschool Assessment Framework aids Teachers and parents together to help children learn and grow. It also facilitates the exchange of information between professors and students (Tripathi et al., 2021). Only one kid and one programme may be compared using the preschool assessment framework (PAF). When working with kids with autism, I've learned that you may develop a foundation for actionable differences and tailored approaches. You can also collect data from parents and share it with their families when working with parents. Preventative measures such as keeping a log can help you discover patterns and keep track of your care team's progress. Such items like messages or images that are repeated in the same way are useful while caring for someone with autism. An effective learning strategy may be developed by identifying a pattern.

Diagnosing Autism Spectrum Disorder (ASD)

It is true that children with autism spectrum disorders and other major challenges require more restricted kinds of care and assistance. As a result, in order to provide care and support, it is necessary for the educator and the student's primary caregiver to communicate effectively. A communication journal is a great tool for parents or caregivers who want to keep track of how their child is progressing or what lessons he or she has learned throughout the day (Walsh et al., 2021). Check on the child throughout the day to see what they've been up to and how they're getting along. A nice option would also be to include the family in the classroom community so that they may participate in projects and devote time when the opportunity arises. Instead of concealing your feelings, express your displeasure with the kid and with the condition that the youngster is suffering from, rather than with the child. If the child achieves a goal, make sure to reward them with a prize or express your congratulations (Crompton et al. 2020).

The vast majority of children are visual learners, which means that they receive knowledge better when it is presented to them visually rather than through verbal means. In order to prevent the child from feeling frustrated, it is important to support and maintain the child's routines. When aspiring to be a professional educator, you must be aware of and adhere to the ethical and professional standards that are required. When you find yourself in a difficult situation, it is important to remember the code of behaviour. They work with families to reassure parents that their children will be OK if they are just allowed to adjust at their own speed. This helps to ensure that youngsters are secure and prepared for the transition to the new environment. I'd call everyone involved in the child's life and then set up a face-to-face meeting with everyone involved in the child's life to talk about the situation more thoroughly.

Children with autism who have been abused or neglected on a regular basis have been the subject of several reports in the media. In many situations, children are unaware of the systematic nature of their abuse and do not report it to authorities (Brenner at al., 2018). When a kid feels afraid, he or she may decide not to file a formal report with authorities. If an educator notices signs of abuse or neglect in a student, it is their responsibility to notify the appropriate authorities and assist the child in his or her well-being. The upholding of this responsibility is a legal and ethical requirement that educators must adhere to at all costs.

References

Boucher, J., & Scarth, L. (2018). Research and the teaching of autistic children. In Autistic Children (pp. 140-161). Routledge.

Brenner, J., Pan, Z., Mazefsky, C., Smith, K. A., & Gabriels, R. (2018). Behavioral symptoms of reported abuse in children and adolescents with autism spectrum disorder in inpatient settings. Journal of autism and developmental disorders, 48(11), 3727-3735.

Carbone, P. S., Campbell, K., Wilkes, J., Stoddard, G. J., Huynh, K., Young, P. C., & Gabrielsen, T. P. (2020). Primary care autism screening and later autism diagnosis. Pediatrics, 146(2).

Crompton, C. J., Hallett, S., Ropar, D., Flynn, E., & Fletcher-Watson, S. (2020). ‘I never realised everybody felt as happy as I do when I am around autistic people’: A thematic analysis of autistic adults’ relationships with autistic and neurotypical friends and family. Autism, 24(6), 1438-1448.

Furneaux, B., & Roberts, B. (Eds.). (2018). Autistic Children: teaching, community and research approaches (Vol. 21). Routledge.

Grimaldi, R., Gibson, G. R., Vulevic, J., Giallourou, N., Castro-Mejía, J. L., Hansen, L. H., ... & Costabile, A. (2018). A prebiotic intervention study in children with autism spectrum disorders (ASDs). Microbiome, 6(1), 1-13.

Kogan, M. D., Vladutiu, C. J., Schieve, L. A., Ghandour, R. M., Blumberg, S. J., Zablotsky, B., ... & Lu, M. C. (2018). The prevalence of parent-reported autism spectrum disorder among US children. Pediatrics, 142(6).

Speaks, A. (2011). What is autism. Retrieved on November, 17, 2011.

Tripathi, I., Estabillo, J. A., Moody, C. T., & Laugeson, E. A. (2021). Long-Term Treatment Outcomes of PEERS® for Preschoolers: A Parent-Mediated Social Skills Training Program for Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 1-17.

Walsh, B., Dempsey, R., & Lawler, M. (2021). Family perspectives on educational experiences, post-school needs, and quality of life of young autistic adults. Irish Educational Studies, 1-18.

Yuen, T., Penner, M., Carter, M. T., Szatmari, P., & Ungar, W. J. (2018). Assessing the accuracy of the Modified Checklist for Autism in Toddlers: a systematic review and meta?analysis. Developmental Medicine & Child Neurology, 60(11), 1093-1100.