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Autism Spectrum Didorder

We as teachers and educators must have a working understanding of autism and what that
means for your particular student(s). Your education about autism will evolve as your
relationship with the family and the student develops and your knowledge about the
disorder and skills in dealing with its impact on the classroom grows, we need to team up
with Parents because they are our first and best source of information about their child. we
ought Establish a working partnership with your students parents. Building trust with the
parents is essential. After that, establishing mutually agreed modes and patterns of
communication with the family throughout the school year is critical. Teachers and
administrators may not typically be thought of as First Responders, but when a situation
arises at school, they will in fact be the first ones to respond to a crisis or escalated situation
involving an individual with Autism Spectrum Disorder.

we need to Implement and use an Educational Plan Since our students

with autism has special needs beyond academics, his or her educational
plan is defined by an Individualized Education Program (IEP). The IEP is a
blueprint for everything that will happen to a child in the next school
year, a well and structure special lesson plan.

We also need to manage behavioral challenges for students with autism,

problem behaviors may be triggered for a variety of reasons. Such
behaviors may include temper tantrums, running about the room, loud
vocalizations, self-injurious activities, or other disruptive or distracting
behaviors. The key is to be consistent with how you react to the
behaviors over time and to use as many positive strategies to promote
pro-social behaviors as possible.

With this in mind, it is essential that school personnel understand the

basics of autism spectrum disorders and the best ways to respond to an
individual on the spectrum. With proper training and information,
teachers and administrators will not only have the ability to de-escalate
a situation but also to respond to crises in a more safe and effective way.
Equipping teachers and administrators with the proper knowledge base
and skill set will allow them to ensure the safest learning environment
for children on the autism spectrum. Talking about Disabilities that can
be temporary (such as a broken arm), relapsing and remitting, or long-
term. Types of disabilities may include:

Hearing loss
Low vision or blindness
Learning disabilities, such as Attention-Deficit Hyperactivity
Disorder, dyslexia, or dyscalculia
Mobility disabilities
Chronic health disorders, such as epilepsy, Crohns disease,
arthritis, cancer, diabetes, migraine headaches, or multiple sclerosis
Psychological or psychiatric disabilities, such as mood, anxiety and
depressive disorders, or Post-Traumatic Stress Disorder (PTSD)
Aspergers disorder and other Autism spectrum disorders
Traumatic Brain Injury
Students may have disabilities that are more or less apparent. For
instance, you may not know that a student has epilepsy or a chronic
pain disorder unless she chooses to disclose or an incident arises. These
hidden disorders can be hard for students to disclose because many
people assume they are healthy because they look fine. In some
cases, the student may make a seemingly strange request or action that
is disability-related. For example, if you ask the students to rearrange
the desks, a student may not help because he has a torn ligament or a
relapsing and remitting condition like Multiple Sclerosis. Or, a student
may ask to record lectures because she has dyslexia and it takes longer
to transcribe the lectures.

When we talk about students with physical disabilities or autism spectrum

disorder are now taught in inclusive classrooms with their peers.
Educating them can require modifications and different methods of
teaching. We need to learn strategies for creating an effective learning
environment to educate children with physical disabilities.

My school lacks of the proper infrastructure , teachers and

administrators also lacks of the proper training and information, as I
mention earlier ,Equipping teachers and administrators with the proper
knowledge base and skill set will allow them to ensure the safest
learning environment for children on the autism spectrum as well as
physical disabilities otherwise we would not be able to de-escalate a
situation or even to respond to crises in a more safe and effective way
neither offer a good inclusive education .