AUTISM and ADHD in EDUC271 Foundation of Inclusivity

AUTISM and ADHD in EDUC271 Foundation of Inclusivity

1. AUTISM &
ADHD
Oray, Robenecia,
Valois, Verano

2. AUTISM...
Also called Autism Spectrum
Disorder (ASD), is a complex
condition that affects how
people interact,
communicate, learn, and
behave. People with ASD have
differences in their brain
function that can impact their
behavior and social
interactions. (WebMD)

3. People with autism may have
trouble with:
• Communication - This makes it hard for them to
express themselves, either with words or through
gestures, facial expressions, and touch.
• Sensory stimulation. They also have differences in
how they react to sensory input, like sound, lights,
clothes, or temperature.
• Transitions - Those with autism may
struggle with transitions and changes in
their daily routine.
• Learning - This includes developing skills at
an uneven rate.

5. Autism Functioning Labels: 1/2
• What is low-functioning autism?
- About 30% of people with autism also
have an intellectual disability. This means
they may need help with everyday tasks
and sometimes aren't able to live alone.
Many people call this "low-functioning
autism."
- Autism affects every person differently.

6. Autism Functioning Labels: 2/2
• What is high-functioning autism?
- Other people may have autism with less
obvious symptoms. They often do well in
school and have fewer problems
communicating. People usually call this
"high-functioning autism" or the outdated
term, Asperger syndrome.

7. Stimming...
A self-stimulating behavior, such as hand
and arm flapping, spinning, jumping, or
other similar body movements. It can
also include using an object over and
over again... People with autism may
stim for fun, to ease boredom, or to
cope with stress or anxiety. It can also
help them adjust the level of sensory
input.

8. meltdowns...
At times, a person with autism may become
overwhelmed by a situation and can't find a
way to respond. This can cause them to have
a meltdown. A meltdown is more than a
tantrum – it's a response that can’t be
control. They may cry, scream, or act out
physically by kicking, punching, or biting.
They may shut down completely and stop
responding in any way.

9. Types of Autism: (1/2)
• Asperger's Syndrome - This is on the
milder end of the autism spectrum. A person
with Asperger's may be very intelligent and
able to handle their daily life. They may be
really focused on topics that interest them
and discuss them nonstop, but they have a
much harder time socially.
• Pervasive Developmental Disorder,
Not Otherwise specified (PDD-NOS)
- This diagnosis included most children
whose autism was more severe than
Asperger's Syndrome, but not as
severe as Autistic Disorder.

10. Types of Autism: (2/2)
• Autistic Disorder - This older term is
further along the autism spectrum than
Asperger’s and PDD-NOS. It includes the
same types of symptoms, but at a more
intense level.
• Childhood Disintegrative Disorder
- This was the rarest and most severe
part of the spectrum. It described
children who develop normally and
then quickly lose many social,
language, and mental skills. Often,
these children also developed a seizure
disorder.

11. TEACHING STRATEGIES:
Support Routines and Transitions
Most children with autism are sensitive
to abrupt changes in routine and will
learn best in routine situations.
Therefore, whenever possible, it is most
effective to maintain a predictable
routine when teaching children with
autism. This ensures that each child will
know what is coming next so that they
can anticipate and prepare.

12. TEACHING STRATEGIES:
Use Visual Cues
The majority of children with autism are visual
learners, meaning they learn best when
material is presented visually instead of just
presented verbally or through another
method. Visual cues can be a way to help kids
with autism learn and retain skills and to aid
with communication. A visual cue might be a
picture, a drawing, a list, keywords, etc.
Below, we will discuss some specific ways to
use visual cues with children with autism

13. Use Special Interests as a Gateway to
Teaching Skills
In general, children with autism have
special preferences or special interests.
This could be anything from a sport to a
movie or television character. For some
children, it may be appropriate to utilize
this special interest as a way to teach
other important skills.

14. Incorporate Sensory Tools
Each individual has certain sensory preferences,
and this is certainly no different for children
with autism. Children with autism have their own
specific sensory needs and an occupational
therapist can assist with assessing this and
implementing strategies.
Each child will fall on a spectrum of sensory
processing, and will have their own sensitivities,
avoidance tendencies, and seeking tendencies.
There are also likely certain sensory tools that
help each individual child feel regulated.

15. Support Social Skills Practice
Social skills are often an area that children
with autism have difficulty with. In
particular, the “unwritten” social norms
are often the most difficult. Regardless of
the skill or subject being taught, social skill
practice for children with autism is critical.
Below, we will explore some ways to
support social skills for children with
autism.

16. INCLUSION STRATEGIES:
1.) Use simple words
2.) Use visual aids
3.) Provide a structured
routine
4.) Identify the child’s special
interests
5.) Teach social inclusion

17. Attention-
deficit/hyperactivity disorder
(ADHD) is a chronic condition
that affects millions of
children and often continues
into adulthood.
is a neurodevelopmental
disorder characterized by
persistent patterns of
inattention, hyperactivity,
and impulsivity that can
interfere with daily
functioning and
development.
ADHD...

18. CHARACTERISTICS/ SIGNS
Inattention
Below are some behaviors related to inattention that a
person might notice in someone with ADHD:
Daydreaming
Becoming distracted and having difficulty focusing
on tasks
Making “careless” mistakes
Appearing to not listen while others are talking
Having difficulty with time management and
organization
Frequently losing everyday items
Avoiding tasks that need prolonged focus and
thought
Having difficulty following instructions

19. CHARACTERISTICS/ SIGNS
Hyperactivity and Impulsivity:
Some or all of the following may be apparent
in someone with ADHD:
seeming constantly “on-the-go” and unable to
sit still
running or climbing at inappropriate times
having difficulty taking turns in conversations
and activities
fidgeting or tapping the hands or feet
talking and making noises excessively
taking unnecessary risks

20. TEACHING STRATEGIES:
1.) Minimize Distractions
2.) Create a Consistent Routine
3.) Provide Brain Breaks and Opportunities
for Movement
4.) Give Frequent Feedback and Positive
Reinforcement
5.) Communicate Directions and
Expectations Clearly—and Often
6.) Set Them Up With the Right Tools
7.) Incorporate Your Student’s Interests

21. Inclusion strategies:
1.) Just Move It, Move It
2.) Climb Mountains in the
Morning
3.) Turn Time into a Friend
4.) Be Predictable

22. Thank You!