Problems that may accompany
autism
In addition to deficits
across the triad there are a number of problems often associated with autism,
though it is not known yet if they are caused by autism. Among the most common
are: epileptic seizures (particularly in adolescence), sensory integration
deficits (difficulty integrating the reception of sensations such as sound,
sight, taste, hearing or movement), general learning disabilities, Fragile X
syndrome (about 2-5% of people with an ASD), tuberous sclerosis (benign tumors
in the brain or other organs, occurs in about 2-4% of people with an ASD),
ADHD, Tourette's syndrome and dyslexia. Proper treatment of autism must include
appropriate treatment of any associated condition.
Education of children with autism
Many children with autism can be educated in the mainstream with appropriate supports. These supports typically include speech and language therapy, occupational therapy, psychological services and special education. Though they perceive the world differently from those around them they benefit from placement in mainstream classroom and the other children benefit from having them in their class.
People with autism vary to an enormous degree as has been said above. As they progress through the educational system the types of supports they require and the intensity of these supports can vary as well. It is important to recognize that children with autism can be educated and reach their optimum level of potential. The task may be difficult and progress may be slow but progress will be made when supports are present and all work cooperatively together.
When autism is severe and accompanied by extremely challenging behavior such as aggression, self-harm, extreme disorganization and complete lack of language the education being provided often must take place in a specialist setting. The goal in these settings is to attempt to re-integrate the child back into the mainstream. For children whose autism is of such a severe nature psychiatric services may be required as an adjunct to the educational program.
People with autism can be educated and a great many of them can enter the work force, sometimes independently and with great success, at other times requiring the support of a job coach and in some cases may require sheltered work settings. As well as entering the work force many people with autism can live independent lives, some will require structured and supported accommodation and some will require accommodation is specialist settings.
Autism and the brain
Considerable research is underway to investigate the exact nature of brain functioning in a person with autism. A lot is being learned but there is more to be learned in the future. What is known now is that there seems to be differences in the brain functioning of people with autism. With advances in neuro-imaging it is now possible to look at the brain without performing an autopsy. This makes it possible to study how the brain works while it is working. These imaging methods (CT scans, MRI scans PET scans and others) have shown that there seem to be a number of brain structures associated with autism and autistic spectrum disorders. These include the cerebellum, cerebral cortex, limbic system, corpus callosum, basal ganglia, and brain stem. These structures are responsible for cognition, movement, emotional regulation and coordination as well as sensory reception. Other studies are looking into the role of neurotransmitters such as dopamine, serotonin and epinephrine. There seems to be a genetic factor involved in some of these brain dysfunctions and some research indicates that unusual brain growth may take place in the first three months of life, is a genetic factor and that results in autism appearing in early childhood.
What is being learned turns other theories, such as Bettelheim's, upside down. Autism is no one's fault. It is a neurodevelopment disorder affecting more boys than girls (4:1), occurring in about 3-6% of the population. This makes autism less common than general learning disabilities but common than cerebral palsy, hearing impairment and visual impairment. Translating these statistics into something more comprehensible it can be said that about 1 in 500 to 1 in 150 people will be born with autism. The implications for these figures are alarming because it means that virtually every school in the country has a child on the spectrum and that the vast majority of these children have not been diagnosed and are perceived in a pejorative light by their teachers, sometimes seemingly odd or obstreperous and sometimes lazy or unable to learn.
This is the third article out of four articles by:
Article source: EzineArticles.com - WHAT IS AUTISM?
In addition to deficits
across the triad there are a number of problems often associated with autism,
though it is not known yet if they are caused by autism. Among the most common
are: epileptic seizures (particularly in adolescence), sensory integration
deficits (difficulty integrating the reception of sensations such as sound,
sight, taste, hearing or movement), general learning disabilities, Fragile X
syndrome (about 2-5% of people with an ASD), tuberous sclerosis (benign tumors
in the brain or other organs, occurs in about 2-4% of people with an ASD),
ADHD, Tourette's syndrome and dyslexia. Proper treatment of autism must include
appropriate treatment of any associated condition. Education of children with autism
Many children with autism can be educated in the mainstream with appropriate supports. These supports typically include speech and language therapy, occupational therapy, psychological services and special education. Though they perceive the world differently from those around them they benefit from placement in mainstream classroom and the other children benefit from having them in their class.
People with autism vary to an enormous degree as has been said above. As they progress through the educational system the types of supports they require and the intensity of these supports can vary as well. It is important to recognize that children with autism can be educated and reach their optimum level of potential. The task may be difficult and progress may be slow but progress will be made when supports are present and all work cooperatively together.
When autism is severe and accompanied by extremely challenging behavior such as aggression, self-harm, extreme disorganization and complete lack of language the education being provided often must take place in a specialist setting. The goal in these settings is to attempt to re-integrate the child back into the mainstream. For children whose autism is of such a severe nature psychiatric services may be required as an adjunct to the educational program.
People with autism can be educated and a great many of them can enter the work force, sometimes independently and with great success, at other times requiring the support of a job coach and in some cases may require sheltered work settings. As well as entering the work force many people with autism can live independent lives, some will require structured and supported accommodation and some will require accommodation is specialist settings.
Autism and the brain
Considerable research is underway to investigate the exact nature of brain functioning in a person with autism. A lot is being learned but there is more to be learned in the future. What is known now is that there seems to be differences in the brain functioning of people with autism. With advances in neuro-imaging it is now possible to look at the brain without performing an autopsy. This makes it possible to study how the brain works while it is working. These imaging methods (CT scans, MRI scans PET scans and others) have shown that there seem to be a number of brain structures associated with autism and autistic spectrum disorders. These include the cerebellum, cerebral cortex, limbic system, corpus callosum, basal ganglia, and brain stem. These structures are responsible for cognition, movement, emotional regulation and coordination as well as sensory reception. Other studies are looking into the role of neurotransmitters such as dopamine, serotonin and epinephrine. There seems to be a genetic factor involved in some of these brain dysfunctions and some research indicates that unusual brain growth may take place in the first three months of life, is a genetic factor and that results in autism appearing in early childhood.
What is being learned turns other theories, such as Bettelheim's, upside down. Autism is no one's fault. It is a neurodevelopment disorder affecting more boys than girls (4:1), occurring in about 3-6% of the population. This makes autism less common than general learning disabilities but common than cerebral palsy, hearing impairment and visual impairment. Translating these statistics into something more comprehensible it can be said that about 1 in 500 to 1 in 150 people will be born with autism. The implications for these figures are alarming because it means that virtually every school in the country has a child on the spectrum and that the vast majority of these children have not been diagnosed and are perceived in a pejorative light by their teachers, sometimes seemingly odd or obstreperous and sometimes lazy or unable to learn.
This is the third article out of four articles by:
David J. Carey, Psy.D.
297 Beechwood Court Stillorgan Dublin, Ireland
http://www.davidjcarey.com
297 Beechwood Court Stillorgan Dublin, Ireland
http://www.davidjcarey.com
Article source: EzineArticles.com - WHAT IS AUTISM?
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