April B.
EDU 203 F14
Summary:
I put this site together in hopes that it will help many people find information they are looking, as well as to provide a place that can direct them to other sites or organizations that can further assist them. I separated the information into ten main categories on Autism Spectrum Disorder (ASD). The categories include: IDEA’s definition of what ASD is, how students can qualify for services, the different categories of ASD, the characteristics, the causes, interventions or teaching considerations, first-hand accounts, organizations that can help, helpful technology, and other information that does not quite fit into any of the other categories but might be found interesting (I don’t have much in this category at this point in time, but I hope to add more as I find more). I also have two additional categories; a page to list all resources I used in finding my information, and an index page.
I hope you are able to find what you are looking for.
Reflection:
Through research, I have learned quite a bit about Autism Spectrum Disorder (ASD). For one thing, the history of research for ASD goes back further than I thought it did. Jean Birch (2003, p. 202-203) wrote about the research on ASD and how it began in 1943 by Dr. Leo Kanner, an American. That same year, Dr. Hans Asperger, a German, began studying Autism as well. Because Asperger wrote everything in German and his research took place around World War II, some of his papers were lost due to his house being bombed. What remained of his papers were not translated into English until the late 1980s. And then from there, research on autism did not continue until 1994.
I also found it interesting how simple applications on hand held devices could assist a person/student who struggles with ASD. By taking advantage of modern technology, a person with autism is able to communicate a lot more efficiently and successfully than in previous times. Even the use of an app. on a tablet or iPad can save the person with ASD time, and probably frustration (due to the larger work boards). And by using the newer technology, a student might not be as self-conscious about needing the help. A person might have been embarrassed by having to use a word board that seemed to emanate with the fact that they are different, and possibly feel dumber than their peers. However, getting to carry around an iPad or a tablet could be seen as the cool thing, especially if not many peers have one.
Ironically, even though ASD is officially a disease, the spectrum’s labels do not contain any clear cut guidelines as to what each type entails. There are definite variations in the way people with ASD process information, however, the guidelines are very vague in explaining the differences between the different types of ASD, let alone how a typical person differs from the same description. I believe that the guides should be looked at as if the descriptions have strong influences in the person’s way of interacting with others as well as processing information.
I put this site together in hopes that it will help many people find information they are looking, as well as to provide a place that can direct them to other sites or organizations that can further assist them. I separated the information into ten main categories on Autism Spectrum Disorder (ASD). The categories include: IDEA’s definition of what ASD is, how students can qualify for services, the different categories of ASD, the characteristics, the causes, interventions or teaching considerations, first-hand accounts, organizations that can help, helpful technology, and other information that does not quite fit into any of the other categories but might be found interesting (I don’t have much in this category at this point in time, but I hope to add more as I find more). I also have two additional categories; a page to list all resources I used in finding my information, and an index page.
I hope you are able to find what you are looking for.
Reflection:
Through research, I have learned quite a bit about Autism Spectrum Disorder (ASD). For one thing, the history of research for ASD goes back further than I thought it did. Jean Birch (2003, p. 202-203) wrote about the research on ASD and how it began in 1943 by Dr. Leo Kanner, an American. That same year, Dr. Hans Asperger, a German, began studying Autism as well. Because Asperger wrote everything in German and his research took place around World War II, some of his papers were lost due to his house being bombed. What remained of his papers were not translated into English until the late 1980s. And then from there, research on autism did not continue until 1994.
I also found it interesting how simple applications on hand held devices could assist a person/student who struggles with ASD. By taking advantage of modern technology, a person with autism is able to communicate a lot more efficiently and successfully than in previous times. Even the use of an app. on a tablet or iPad can save the person with ASD time, and probably frustration (due to the larger work boards). And by using the newer technology, a student might not be as self-conscious about needing the help. A person might have been embarrassed by having to use a word board that seemed to emanate with the fact that they are different, and possibly feel dumber than their peers. However, getting to carry around an iPad or a tablet could be seen as the cool thing, especially if not many peers have one.
Ironically, even though ASD is officially a disease, the spectrum’s labels do not contain any clear cut guidelines as to what each type entails. There are definite variations in the way people with ASD process information, however, the guidelines are very vague in explaining the differences between the different types of ASD, let alone how a typical person differs from the same description. I believe that the guides should be looked at as if the descriptions have strong influences in the person’s way of interacting with others as well as processing information.
