Ryan Isch

EDUC 230
Laurie Johnson
November 4, 2015
Research Paper
Autism
To begin to understand Autism Spectrum Disorder (ASD), one must first understand that
there are many ways that this neurological disorder can affect people. There is not one specific
way that ASD affects everyone. For one person, it might mean the inability to speak or a
cognitive delay, but on the other side of the spectrum you may have someone who can
communicate between others, but may have a motor skill delay, and a lack of understanding
social cues and how to carry on a conversation. The way it affects a person is dependent on the
person and where they are on the spectrum of autism. Understanding where a student is coming
from and how best to include that student, understanding how they are affected by ASD and the
side effects demonstrated in their lives will be the first step to finding a solution to including
them in the classroom.
Autism Spectrum Disorder is the neurological disorder involving an inability to
communicate with others, lacking skills to interact socially, and repetitive and restricted interests
and activities. There are many different levels of autism among individuals, classic autism is at
one end of the spectrum. This is involved with delayed or broken spoken language, and
sometimes with cognitive delay. Often times someone with autism will see things better in

pictures and understand things much better in a visual way, instead of in an auditory way. Autism
has so many different levels on the spectrum that this does not even begin to cover what someone
diagnosed with ASD may be dealing with. (Simmons, 2006, p. 3).
On the other side of the spectrum is Aspergers Syndrome. Not associated with delayed
language or lack of cognitive development. Someone diagnosed with Aspergers Syndrome
would in most cases be focused on only one or a few interests, they will only explore these few
interests repeatedly, sometimes almost seeming to go as far as impulsive being able to memorize
facts and statistics that they are interested in, rarely finding any interest in anything other than
their predetermined interests. Having a lack of social understanding and difficulty in making
friends is another one of the side effects of someone with Aspergers Syndrome, not struggling
with speaking, but struggling in knowing how to use their language in the everyday life and
following along with the social cues that many people pick up naturally (Simmons, 2006, p. 3).
For anyone affected by Autism Spectrum Disorder a consistency in schedule is something
that they almost always rely on and need to stay consistent. If something they are used to
changes unexpectedly and with no warning, it may be enough to cause the child to have a
meltdown, as they no longer know how to handle the sudden change and sensory overload. This
is one of the few things that is consistent for almost everyone who is on the autism spectrum,
where many of the side effects for a person with ASD is different depending on the person, a
consistency is needed by almost all of those affected by ASD. Exceptions will occur, but
structures and knowing what to expect is one of the most helpful and desired things for someone
affected by ASD. (Myers 2007).
Along with someone with ASDs inability to handle change and to adapt to new
surroundings, going along with that is a change in sensory related items. Sensory dysfunction is

one other thing that someone with ASD will most likely struggle with. Sensory being anything
auditory, physical, or visual, essentially something unexpected that is different than what they are
accustomed to. A loud sound at an unexpected time may cause someone with autism to have a
meltdown, something that might be a mild distraction to someone else, can have many different
implications and cause them to be hung up on the new sensory overload. Even something like a
light touch has been described to feel like thousands of bugs crawling over the skin of someone
with ASD. Something that might seem like a common occurrence for someone without ASD
might be something that can cause so much pain and confusion for someone with ASD
(Simmons, 2006, p. 258).
A student has been diagnosed with Autism Spectrum Disorder, and falls on the Aspergers
Syndrome side of the autism spectrum. He understands what the class is working on, and even
has an above average intelligence, however he does not seem to have any interest in the things
that the rest of the class is learning. When he does, he becomes easily distracted by things that do
not have anything to do with the assignment, whether it be writing things on his paper that are
not a part of the assignment or being distracted by a pencil or any other thing in his vicinity.
Things not going his way and distracting him set him off and cause him to have a meltdown.
These meltdowns are getting in the way of anyone learning anything in the classroom, and he
seems to be becoming a danger to others and himself. There needs to be a way to incorporate him
into the classroom in a way that would cause him to participate without causing more damage to
himself and others in the classroom.
The teacher will need to incorporate several different ways to make sure that this student
is staying on track and doing what he needs to do. The first step that the teacher in the classroom
should include in the teaching style while having this student in the classroom would be to make

sure that there is always a set schedule that he is aware of. If he knows that a set amount of time
is designated for work and for focusing on the assignment he has, he will have a much easier
time focusing on his work. Giving the student a timer and (or) a schedule with pictures clearly
dictating when they will be working on something, will help him to keep track and give the
student the consistency and clarity that someone with autism so desperately needs. This should
help to keep the student on track and keep him from being easily distracted during designated
work times.
The next step that the teacher will want to incorporate into the classroom for this student,
will be having a designated cooldown area. Having a place that is quiet and devoid of
distractions will help to increase the students ability to concentrate. The teacher and student both
understand that this is a place where the student can go to if he starts to become stressed out with
the work or the noise and people around him. It may be a dark and quiet place, so that there are
no sensory distractions for the student if he is already becoming upset over things going on
around him. This will be designated as a safe place and other students will know to avoid that
area while the student is in that area. This should help the student if he is becoming overwhelmed
with the work that he has to complete, or from the sensory output around him, and give him the
chance to calm down to return to his desk and normal work place.
If the teacher finds that these strategies are not helping and that the student still seems to
be struggling in their academic pursuits, the teacher may need to explore some other options to
keep the student learning to the best of everyones abilities. Distractions are going to need to be
kept down as low as possible for the student and keeping their work area in a back space away
from all of the noise and distraction that the rest of the classroom. If the student can be a part of
the classroom and participating, he will feel involved and be able to be a part of the class, but

being somewhat distanced will make it easier for him to avoid the distractions that being with the
rest of the class may include.
If being distanced from the class, a set schedule, and having a safe place to go when
things become overwhelming do not allow the student to calm down when he is having a
meltdown. The next step in the process would be to have another safe place in a completely
different room for the student to go. A resource room or a room that is not being used by anyone
should be the next place to go. Being taken away from the stresses of the room and being able to
step away from the things that originally caused the student to be stressed out and caused the
meltdown will help for the student to move on from whatever it is that had caused the meltdown.
Stepping away and having a chance to calm down without other distractions to continue to
aggravate and confuse the student, if the student has sufficiently calmed down, he may return to
the class and resume his academic studies.
If stepping away from his class with the hopes of returning does not work, then perhaps
the only other step available to him if he cannot calm down, would be to find a safe place for him
to work on his schoolwork removed from any other classroom. This would be the final process
and would only be used as a last attempt effort if none of the other steps are effective in calming
the student down. If the student can be calmed down and returned to his class, that would be the
priority, but if that is unsuccessful, then the student will be required to work by himself. Avoiding
a meltdown in the first place will be the teachers goal, the first steps will be used to prevent a
meltdown and to construct a safe learning environment for everyone involved.
There are many different forms of autism that will involve many different changes in
teaching styles. Though there are many different levels of autism and the effects will vary from
student to student. There will be certain ways that teachers can be involved to help some of the

many different common and consistent effects of autism between the different children. How one
child handles autism will be different than another, and there are going to be different ways of
handling and teaching these students. How a teacher adapts their teaching styles will show what
kind of teacher they are, and including everyone involved will be the desire that all of the
teachers should have, no matter what the child is dealing with and trying to handle. The different
things that a student faces will help the teacher in knowing how to teach and adapt to the specific
student and their own specific needs.

References:
Indiana State Board of Education. (2010). Special education rules Title 411 Article 7
Rules 32-47.

Simmons, K. (2006). The official autism 101 manual. Alberta., Canada: Autism Today.

Myers, S. M. (2007). Management of children with autism spectrum disorder. In

Pediatrics (120th ed.). Retrieved from
http://pediatrics.aappublications.org/content/120/5/1162.short