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Imagine you are no longer a new teacher, but rather are now mentoring a new teacher. The teacher you are mentoring has come to you asking for advice because a parent of a child who was recently diagnosed with ASD has come to her asking for suggestions on how she can support her child at home. Respond to your peer with support for this parent by including the following tips: What recommendations can be provided to this parent with regards to helping the child academically as well as socially? What resources are available to support this parent? Lastly, how should the classroom teacher support this parent through communication?

Part One:

Briefly describe what ASD is according to IDEA.

As the text states: “Autism became an IDEA disability category with the reauthorization IDEA in 1990. IDEA 2004 defines autism as a developmental disability in which a child has problems communicating, verbally and nonverbally, to a degree that affects academic performance. It states that these communicative and social difficulties usually arise before the age of 3 years, and are often accompanied by repetitive movements or behaviors, resistance to change, and atypical responses to sensory experiences”(Powell & Driver, 2013).

List a few of the difficulties children with ASD might have with communication, social skills, and repetitive or obsessive behaviors.

After viewing the “Autism Awareness Video: Diagnostic Criteria for Autism” and reading the text the following difficulties is what I found for the three areas:

Communication: children with Autism demonstrate a deficient in communication in varies ways. They may not develop verbal languages or may have limited or underdeveloped language, Repeats words or phrases and struggles with understanding directional items or a few.

Social Skills: children with Autism demonstrate deficient in social interaction in many different ways. They may not establish and maintain eye contact with others, may not respond to their names, may not use age appropriate gestures, not respond to other people emotions, and have a lack of make believe play.

Repetitive or obsessive behaviors: Child with Autism is repetitive or stereotype in nature. They may have a very restricted interest such as they may demonstrate repetitive body movements; they may have intensive per-occupation with specific interest such letters and numbers or with parts or objects. They have rigid non-functional routines and may have a temper tantrum when those routines are interrupted.

Lastly, explore several of the academic characteristics that some children with ASD might exhibit.

According to the text, “Some students with ASD perform well in academic subjects, whereas others struggle in school. Typically, students with high-functioning ASD perform better with academic tasks that students with low-functioning ASD, but almost all students with ASD require accommodations or modifications in the classroom” (Powell & Driver, 2013). Common academic characteristics that some children with ASD might exhibit:

Visual Learners: “Many autistic children are visual learners. However, there is a method to this visual learning. Pictures and other visual aids cannot
be shown in rapid succession as it often takes students on the spectrum longer periods to process what they have seen. Instead, make sure to give enough
time for the student to process the image” (Blessing, n.d.).

Modeling: “Students on the autism spectrum are often good imitators if they are given enough time. Model desired behavior and pair students on the spectrum with students who are able to show what is expected consistently” (Blessing, n.d.).

Stay consistent: Consistency is very important because it gives the autistic student a sense of order and a sense of security. Loosen the structure to make the schedule less rigid, and make small adjustments to increase the student’s tolerance for change” (Blessing, n.d.).

Part II Attached (Austism Spectrum Disorder (ASD) Table)


Blessing, Michelle. (n.d.). Learning Characteristics of Autism. Retrieved from http://autism.lovetoknow.com/Learning_Characteristics_of_Autism

Powell, S. R. & Driver, M. K. (2013). Working with exceptional students: An introduction to special education. San Diego, CA: Bridgepoint Education, Inc.

RethinkAutism. (2012, April 4). Autism awareness video: Diagnostic criteria for autism [Video file]. Retrieved from http://ww.yutube.com


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