Autism Therapy: inclusion

definition of inclusion: Inclusion with respect to autism and other disabilities means allowing complete accommodation by the rest of society. This includes physical accessibility as well as social and emotional mainstreaming.

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Assistive Technology, by Francis, P., Mellor D., and Firth L., published in 2009, summarized Nov 17, 2009

Involving people with autism in the design process for digital devices may help create products that work well for them.

Digital assistive technology includes digital devices or programs that are designed to help people with autism. As much as 30% of new technologies are dropped because people with autism do not use them. A panel of 7 psychologists, who work with people with autism, recommended some ways to include them in the process of designing new technologies for them. First, the abilities, behaviors, and motivators (what motivates them) should be evaluated. Second, product designers should be experienced in autism to better know what might work. Third, offering a variety of products is a good idea because there is a range of abilities and interests among people with autism.


Teaching Exceptional Children, by Roberts, JMA, Keane E., and Clark TR, published in 2008, summarized Nov 11, 2009

A school program in Australia features specialized classes for children with autism within general education schools.

The Autism Spectrum Australia Satellite Class Project provides “small specialist classes” for children with autism. The goal of the program is inclusion of children with autism in general education classrooms. These satellite classes help children with autism transition into general education classes. They provide behavioral therapy for the children. The classes also teach children social and communication skills. The article describes the importance of the individualized education plan (IEP) that tailors the transition plan to the needs of the individual. The program has been successful, and students stay in the general education program long-term.


J Autism Dev Disord, by Bitterman, A., Daley TC, Misra S., Carlson E., and Markowitz J., published in 2008, summarized Nov 25, 2008

Parents may feel some conflict as to whether their child with autism should spend more time getting special services or more time being included in a regular classroom.

This study was designed to describe the special education and other services received by children with autism and then to get parent thoughts on those services. This article includes data from the Pre-Elementary Education Longitudinal Study (PEELS), which is a national study. While the study was designed to measure services for children with all disabilities, this paper had only the data for children with autism (186 preschoolers). Children with autism received about two more types of services than children with other disabilities. Parents of children with autism were also more likely to want the extra services.


J Autism Dev Disord, by Horrocks, JL, White G., and Roberts L., published in 2008, summarized Nov 24, 2008

School principals who believe that children with autism can be included in a regular classroom are more likely to include them in a regular classroom.

This study was designed to measure how school principals feel about inclusion of students with autism in the classroom. Principals with the most experience were the least likely to support inclusion. Principals who had personal experience with autism were no more likely to support inclusion. Principals with formal training in special education were more likely to support inclusion. The authors suggest that principals need to have more knowledge of autism and the role of inclusion in the lives of children with autism.


In this article, Guam Senator, Aline Yamashita put forth community standards for autism. She urged community, medical, academic, and parental cooperation for kids with autism. Specifically she suggested: 1) All teachers should be prepared to work with kids with autism; 2) Mass transit should be improved so it is available to all citizens; 3) Group living needs should be addressed; 4) First responders need to be trained; 5) Pediatricians should check for autism at well-baby visits; and 6) Families should be responsible for teaching inclusion and dignity to their children.

Read original article: Prepare Teachers, Early Identification


Theatre Horizon, in Pennsylvania, has provided an Autism Drama Outreach Program for five years. They began with one student and have grown to a year-round program with kids with autism, actors, educators, and artists. Each six-week session combines imaginary play and communication skills to provide a “social forum” in which student actors make connections with each other and with the instructors. The basis of the drama outreach is the Son-Rise program, which is based on play therapy. Kate Altman explains, “The program provides a learning opportunity for both the teachers and the participants. Our goals are acceptance, inclusion and giving people with disabilities value in our society."

Read original article: Theater Program Helps Kids with Autism Reach New Horizons


The Behaviour and Social Intervention Demonstration Centre in Lagos has begun training parents and teachers to work with children with autism. Dr. Edward Asikhia of the Global Autism Project spoke at the first training seminar and said that while a start is good there is a lot more that needs to be done in Lagos. He advocates that applied behavior analysis (ABA) be taught to teachers and parents so that they can better help children gain inclusion into regular classrooms. The program director explained, “The programme was meant to empower teachers and parents in boosting their ability to manage and help children suffering from autism and other developmental challenges to function like their mates.”

Read original article: NGO Organizes Autism Management Training


PAW Pals is a neighborhood inclusion program in the Baltimore area that pairs kids with autism and neurotypical kids. This homegrown group of 7 children who live on Princess Ann Way meet weekly to work and play together. One of the structured activities is the PAW Pals Café, where participants set up a mock café, make snacks, and serve one another. The mothers interviewed for the article, commented on the advantages to their children with autism as well as to their neurotypical kids. Jenni Roth explains, “He's really getting it. Before he was like, 'She's a pain.' Now he knows that everyone is different. He is so proud of her.” The goal is to take this program nationwide to schools so that inclusion becomes the norm in classrooms.

Read original article: New Autism Program Helps Teach Kids to Play Properly



Please comment on this autism topic.

Responding to inclusion

Oct 4, 2011 by Anonymous

check out hopetechschool at www.hopetechschool.org this is a unique fullly inclusive prekw8th grade plus voc ed private non profit school that emphsis is assistive tech. 


Responding to Floortime

Oct 27, 2010 by Anonymous

Hi all,

 

I am a doctoral-level BCBA who is now studying to become a certified DIR/Floortime practitioner. I love the way it works with kids, and the joy it brings. I also have my own consulting company and can consult on inclusion, Floortime, and ABA, depending on a family's wishes.

 

My website is www.gurryautismconsulting.com

 

my blog is www.autismthought.com

 

Susan


Where are the Adult Autistics ?

Nov 2, 2007 by Anonymous

I have noticed in the last few years there has been a growing interest in Autism. Everywhere you look there's "awareness" of autism on t.v shows ,commercials,talk shows,news and other media sources. Early intervention,special diets,inclusion,communication,advocacy all these things are becoming a part of daily news.The number of children being diagnosed autistic are supposedly epidemic form which is still debated. But what happens when these children grow up? And where are the autistics that came before them? Were they cured? No,many were institutionalized and suffered unimaginable abuse. Many Autistic adults still suffer from PTSD as a result of the aversive ABA treatment, created by Ivar Lovaas, that they were subjected to as children in the 1960's.There are many "survivors" from that era.

It's as if an entire generation of autistics have simply been forgotten. Never seen,never spoke of.Contrary to what some may believe ,they do exist. Jenny McCarthy,spokesperson for TACA(Talk About Curing Autism) was asked this question during an interview "Where are the autistic adults?" her poignant response was "It's cause there weren't any,It's all now".

Yes,read that line one more time.

You can read the full interview here http://www.pr.com/article/1076

Perhaps Jenny and anyone else who is ignorant enough to think autism just rose out of the ashes within the last 6-7yrs (as she references in this interview) needs to check their facts. In 1943 Dr.Leo Kanner ,a psychiatrist from Johns Hopkins Hospital in Baltimore and Dr.Hans Asperger,an Austrian Pediatrician both published their findings around the same time.Both described very similar traits in the patients they were seeing. What we now refer to as "classic" Autism and the other Asperger,coined by Dr.Hans Asperger.Because their discoveries were during a World War,neither of them knew about the other so they never had the opportunity to collaborate with each other. The earliest case recorded of Autism was as early as the 1930's.(Donald T. and Fritz V.) So,clearly autism and has been around for quite some time.

Autistic children grow up to be autistic adults.They can lead very fulfilling lives becoming parents,advocates,business owners,authors,scientists. And they are homeowners ,taxpayers, and soldiers . But there are some autistic adults who may need the same amount of support,education and other resources as autistic children do and that is where the system has failed.Imagine the money raised by "walk now" events , Hollywood glam fundraisers and enormous fundraising that big Autism Org's like to do so often .Think about how that money, or at least a good part of it, could be put into the communities to be used for outreach programs,housing,education etc for autistic adolescents and adults who are not being represented. Or what about financial assistance for families who cannot afford essential therapies such as speech therapy and better health care?

It is likely that you either know someone who is autistic or have a relative who is. Autistic adults who have made a difference in the lives of others are Tito Mukhopadhyay,Amanda Baggs,Sue Rubin,Temple Grandin,Michelle Dawson,Jim Sinclair,Jerry Newport..just to name a few.

Not one of these Autism Org's(Autism Speaks,CAN,TACA) who proclaim to "speak" for Autism has even one autistic individual that sits on a board or committee. The next time you give to an Autism Org or walk in circles to raise money for research,be sure you know how and where your donated dollars are being spent.


Research Studies

May 23, 2007 by Anonymous

Be a Part of an Important Project to Promote Understanding and Awareness of Autism Spectrum Disorders in Schools! Do you wish your child’s classmates understood more about Autism Spectrum Disorders? Danya International, Inc. (Danya), has developed Autism Classroom Connections (ACC), a video-based presentation to educate the classmates of a child with autism, high-functioning autism, and Asperger Syndrome. The goal of the ACC program is to foster the social inclusion of children with Autism Spectrum Disorders (ASD). We are currently accepting families with children of the following ages and ASD diagnoses for the national evaluation: Children with autism (ages 8–15) Children with high-functioning autism or Asperger Syndrome (ages 8–11) If you are interested in this study or would just like more information, please contact the ACC Evaluation Coordinator at: accinfo@danya.com or (240) 645-1060 Danya is committed to shaping healthy futures for children and families by promoting health and education around the world through the creative use of new technology. This project was made possible by Small Business Innovation Research Grant # 2R44MH67438-02 with Phase II funding from the National Institute of Mental Health (NIMH).



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