Autism - Levels and Types, Difficulties in Education and Associating with Other People - Case Study Example

Name Institution Coursework Date due Instructor A REPORT ON CELEBRATING DIVERSITY Background information Talking of diversity, one need to understand that within the social spectrum,there exist people with different and varied ethnicity, socio-cultural practices, political inclination, sexual orientation, biological stratification, class stratification, different personalities and varied biological disorders. In order to co-exist within the society, understanding this diversity is in itself important as well as imperative. This is a one structural mechanism that ensures that in the process of co-existing, we share most common interests that can only fruit when we get the support whether technical, financial, spiritual or in any other way, from one another. This involves the identification of such diversity and appreciates them at every important level. Introduction Amidst the members of the society, there are those who suffer from various psychological disorders that really do need the general support of the society at large. Everyone within the society who by any chance possesses any means possible to extend their due support to people with disabilities is encouraged to do so with utmost integrity. Joint responsibilities to assist people with disabilities are essential as they form a part of our benevolent society. The report It did not take me long to notice that Damien had a psychological disability. He was in my first year class, just admitted a few days before. This was possible to identify because he always isolated himself. His interactions with other students in the school and within the class as social units were minimal hence inhibited his relationships with other student. It was not easy to establish eye contact with him because he always withdrew his contact in the moment he came in direct contact with someone’s face mostly during my lessons. It was also very difficult to see or hear him talk, but incase he did so he always repeated the same phrases he made time and time again as my investigations established. This showed that he exhibited non-verbal and verbal communication complications. Another notable trait he exhibited was his reluctance to engage with other fellow students in play or in activities of interests within the class. He had very limited participation in other class interests. His fascination with given topical concerns was an issue to be given due attention and addressed in the most appropriate manner. All these signs indicated a particular disorder, which I established myself to know more about. As I could be able to identify, these were diagnostic symptoms of autism. Autism refers to a brain disorder that poses difficulties in communication and the establishment of relationship with others in the society. This is the outcome of the failure of certain distinct areas of the brain in performing their functions. It is accompanied by an intelligence level that is below the normal mostly for the low functioning autistic persons. The depression that is exhibited by the teenagers and the setting in of anxiety affects them in their performance, most especially for those who have moderate or above average academic performance. To achieve the appreciation of socio-cultural, physical, and mental diversity, it is an important element in the society to build both structural and physiological units. These enhance the efforts put forward to provide support to both physically and mentally disabled people. In my close evaluation of my students’ situations, it became clear to me that, with no doubt he needed support. Both fellow students and the school itself should do this. His fellow students can be of great assistance to him, for purpose of helping him integrate himself into the institution’s system of learning that which is in intricate relationship among students at the institution. I did notice that he had a problem in identifying the study groups that were developed to maximize learning and interaction. His fellow students had to give him direction, which was quite welcome. The class representative had told me that sometimes Damien could spend very long hours in the library engrossed on his books without showing any signs of fatigue. This had given me another found energy to dig deep into the disorder to understand it better. From the literature sources I managed to go through, I was able to find out that, people who are autistic always do not feel the pressing physical requirements or needs like the need for food. Damien could show his enthusiasm but only by using wiggles and hand flaps. Construction of verbal words to describe his feelings was expressed in a more rudimentary manner that only employed pertinent echolaliac quotes in the communication of his feelings. From the available literatures, I was able to understand different forms in which autism presents itself. For instance, a pervasive developmental disorder is distinct class of disorders as far as autism is concerned. These entail childhood disintegrative disorder, autistic disorder and Asperger’s disorder. Individuals who exhibit this disorder have different expressive levels. There are those who are acutely affected and who must operate under close guidance from either parents or caregivers. There is also another expressive level of autism, which is mild. Those expressing this mild level of pervasive development disorder, have the capacity to acquire distinct generic skills and knowledge. This helps them lead rather normal and autonomous lives like other normal members of the society albeit with significant attention from the members of the society in which they live and operate within. Through intensive search of relevant information and detailed assessments of Damien, my students, it was therefore necessary to draw the deduction that, even though he expressed diagnostic symptoms of autism his was a mild level that would only require a substantial level of attention so as to benefit from academics just like the rest of us. I personally felt the need to offer my help and assistance as his teacher where possible, but only did not know how to proceed about it. That called for another deliberation to identify how then the other members of the society can help such kind of people. It also became a concern to identify the relevant mechanisms that educationists mostly within the institutions of learning could improve the learning ability of those suffering from autism. In their view of the world, autistic people may be seen as having a solipsistic perspective of the way things run and done in their environments, but this is mostly not the case. Certainly, they only demonstrate a different experience that they are having as far as nature and the human operations are concerned. Because of this, they may be seen as deviating from the natural ways of human behavior. They have the ability to only get to learn music by their ears, while finding it most difficult and impossible to learn written words in the form of music. When they are given helping hands in doing this for high functioning autistic persons, they may end up doing just as great as others do. There are mild, high functioning and low functioning autistic persons. That notwithstanding, it is clear though that teenagers mostly in institutions of learning find it difficult to cope with the school situations and environment. Their social life amidst other members of the society may be manifested with a lot of frustrations. Research has established that it is possible to learn various social skills. As a teacher, I would champion the creation and development of classes in which those identified, as autistic would be encouraged to join. In these classes, they would be allowed to exercise important social skills by asking each other questions and teasing with each other. The fact that they would be in such separate classes would enhance their ability to practice without the feelings of discrimination by other normal students. As a teacher, during my class lessons, it would be important for me to consider the plight of autistic students. In the process, I would give a considerable amount of attention and concern to them. They can be induced to participate in class activities rather than just tuning off their presence and carry on with normal teaching as if every one in the class was equal and same. It would be important to understand that very little research has been done about how people can help those who are autistic. Nevertheless, this does not mean that they cannot be helped. It is also not clear whether there is any pharmacological treatment of autism, but one known thing is that, it has not been found either. Non-pharmacological treatment of acute autism is therefore evident. It is the only way to provide social and psychological support to those suffering from autism. This emphasizes on external care that is deemed fit and which is void of pharmacological interventions. They help the autistic persons to settle well within the society and to maximize their chances of developing independence. I find it necessary to group autistic persons under the category of people with special needs. In this manner as a teacher, I would handle them different from other students. I would establish certain exemptions for them in order to maximize their potentials. These are exemptions like, avoiding verbal rebuke to them incases where they show unwelcome behaviors but to handle them most professionally. Verbal rebuke before other students will in the first place lower their self- esteem and when this is done, they may lose track of attention thereby hindering their class effectiveness. Helping Autism-diagnosed teenagers navigate and develop socially as research project which seeks to integrate computer-based tools, which teachers may employ to support teenagers in schools, diagnosed of autism (peter, 2011). Its main working mechanism is to enhance e-learning programs. The teacher and autistic student operate together to make an individualized toolbox (Peter, 2011). This toolbox is integrated in smart phones so as to give necessary assistance when needed. These are called individualized tools since it is the cooperation of the teacher and student that has designed it. The main workability is principally based on improving an autistic teenager’s societal inclusion, independence and integration. When the students use the toolbox they have designed together with their teachers in their smart phones, they easily reach help from their portable tools to manage themselves and find solutions to challenging social undertakings. The use of e learning based on mobile persuasion is important also in providing support for the autistic. The establishment of environments in which the HANDS may turn out to be useful and how its principles can be applied to suit its use in schools to engage /best learning practice has been immensely useful. Good example is the use of assistive technology for individuals with autism (Peter, 2011). This is software for advancing on the use of ICT on managing and providing assistance to students with autism. Its essentials in handling autism spectrum disorder provide useful links in the communicative process of teenagers. They perceive applications of the computer as important, high level gadgets that can promote learning. The dialogue created between the computer devices and the autistic teenagers is helpful for them as they consider it as a useful experience that is safe due to its narrow scope predictability. This is important in that it meets the intended attention, which is a major trait of those teenagers with Asperger’s syndrome Disorder (ASD) (Bell et al., 2006). Another important application of the HANDS is Mobile Persuasion (Fogg B. J., 2010). This is a theoretical frame-work which utilizes a technology of persuasion in that it can increase the ability of persuader increasing the achievement of the intended behavior. This can only be ascertained by directing a user through a procedure, or doing arithmetic and measurements that gives the user the desire to do more. The use of HANDS tool has been found out to be useful in helping autistic teenagers develop well in their social skills in the following ways: It has enhanced development and improvement of communication between People with autism and other members of the society. The use of the smart phones particularly enabled the teenagers to create networks of friends. This increased their level of socialization and interaction with others within the learning environment. The use of HANDS software created a firm way of carrying out tasks to teenagers with autism. This give independence to them in the way they associate with their respective tasks. The use of series of diagrams with integrated instructions enables teenagers to sew thereby improving on their art and constructs skills. This is important as it leads to the acquisition of general life skills (Dawe M., 2006). In the limelight of all these, as a teacher, it would be my responsibility to ensure that the above resources are articulately and relevantly applied to ensure that learners with autism get to benefit from them. This just like indicated would hasten social integration within the learning community. The use of table chats within the teaching classrooms would be helpful to such students, as it will make them visualize the learning concept. The chats should be easy to read and use for efficiency in learning of the autistic students. To improve on visualization of the learned concepts, physical diagrams also play pivotal role and should be sufficiently used for maximum gains. Moreover, these resources must demonstrate a crosscutting efficacy without the possibilities of benefiting one or two sections of the class while limiting on others. They must not also be used in a manner that discriminates the students who are autistic. In teaching a class where there are students both normal and others autistic, a more integrated teaching approach of both teachers centered and student centered would be most appropriate. Student centered approach is beneficial to normal students and even above average autistic students. However, considering the special attention of some of levels of autism, teacher centered will enhance proper guidance and direction. This therefore means that, where students are allowed to assume the largest part of a learning process, and where teacher direction is sought, learning benefits all class differences. Conclusion Autism may express itself in different levels and types. There is low functioning autism, high functioning, mild and strong autism. The persons affected experience difficulties in associating with other people within the society. The manner in which they experience and perceives the world is different from the way in which other normal people do. Due to this, they require special attentions and approaches. This diversity must then be appreciated to make them feel as an important part of the society. Recommendations Autism is a developmental disorder, which is diagnosed at very early ages of development. It manifests itself and become more serious at teenage and adolescent stages where factors of communication are essential. Extensive measures need to be developed and executed to help autistic persons cope with this peculiar difference. A lot of research needs to be conducted in this area of health to come up with more advanced interventions to help handle autism. References Bell, E., Potter, D., &Walsch, B. (2006).Computer applications for peoplewith autism. London, England: National Autistic Society. Bölte, S. (2004).Computed-based intervention in autism spectrum disorders. In O.T. Ryaskin (Ed.), Focus on autism research (pp. 247-260). New York: Nova Science Publishers. Dawe, M.  (2006). 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Surveillance, persuasion, and panopticon. In Lecture Notes in Computer Science: Persuasive Technology: Second International Conference on Persuasive Technology, PERSUASIVE 2007: Revised Selected Papers (pp. 109-120). Berlin/Heidelberg : Springer. Read More