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

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The paper “ Autism - Levels and Types, Difficulties in Education and Associating with Other People” is a meaningful variant of a case study on psychology. 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 society, understanding this diversity is in itself important as well as imperative. This is one structural mechanism that ensures that in the process of co-existing, we share the 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. IntroductionAmidst 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 reportIt 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 students. It was not easy to establish eye contact with him because he always withdrew his contact at 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 a relationship with others in 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 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 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 the purpose of helping him integrate himself into the institution’ s system of learning that is in the 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 in 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.  


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