Pope+Erin+Autism+Aspergers


 * About me… **
 * I live in Williams and love the drive to SOU because it is so gorgeous!
 * Pope is my maiden name!
 * I try to make everything an adventure (even getting lost and it annoys my husband greatly)!
 * I am a First generation college student.
 * I like pushing myself to do things that I’m afraid of.
 * I am blessed with an amazing, supportive, loving, and crazy family!

I LOVE… trees- family-color-sunny days and cloudy sunsets-the sound of children playing-my nightly vivid dreams-the smell of freshly cut grass and My hubby-food-the feeling of weightlessness I get while swimming-the way my stomach jumps when I’m flying or on a roller coaster -game nights-getting those I love together-bbqs-positive people-making others laugh-concerts -HARPUA-the view from our house-hammocks-taking risks-"quotes"-travel- music-music-music Interesting tidbit… I’m pretty shy, until you get to know me..
 * What brings me joy!?! **

-- 1. Student teaching 2. Failing the learners 3. Not Inspiring the students to seek happiness in their LIFE 4. My NUMBER ONE fear is, being aware of situations, circumstances, and or travesties in a child’s life in which I am not able to do anything about it to help them.
 * My educational and career goals… **
 * 1) Graduate with a Masters Degree in Education with honors; maybe pursue further degrees.
 * 2) Never stop learning, seeking understanding, personal growth and/or self reflection.
 * 3) Educate in an alternative school or one where I will have to freedom to implement my educational philosophies, an older group of students so that I will be able to be //frank// and //real// with my students, or in a different country. I’m flexible and want to do it all!
 * 4) I want to assist in guiding the learner to discover their loves and talents!!
 * What is my greatest fear about being a teacher?!? **

I do not perceive myself to be an intelligent person or an eloquent speaker; learning has never come easy for me, but what I lack in an IQ I make up it for with persistence and hard work. I have had to overcome a few big obstacles in my life time while in school but ones that I am presently struggling with are my lack of memory and test anxiety. Both of these //blocks// that I experience make my learning very difficult to be able to provide evidence for and to apply what I’ve learned to real life situations in the future. //**How it makes me feel.. **// //-Alone-DUMB-embarrassed-Ashamed-frightened-UNCOMFORTABLE-afraid to TRY-stupid // // // The fact that I have had obstacles in my life and have had to adapt my learning process around those obstacles, gives me a unique advantage to being able to connect, relate, and somewhat understand what some students might be going through themselves. In a way, I am thankful that I have had certain obstacles in my life because it provides me with that //insiders// outlook and the ability to relate to others. Also, my experiences with my brother Joshua, who has autism and blindness, and growing up in “a home” environment provides me with insight, familiarity, and irreplaceable knowledge about those who have an exceptionalities. I hope to gain the ability to change my thought processes before I speak and always use student first language. I know that this will be difficult at first because I am a product of the society in which I live and unfortunately those who have disabilities are seen in a negative light. But //WE// are the ones who give words power and //WE// need to be conscientious about the affect of our words and the usage and energy behind them. I also wish to gain experience and knowledge about everything to do with IEPs and observe IEPs being carried out and created in our local schools. Walking away from this course with strategies on how to make the curriculum, learning environment, and tests unique for those who need and strive from different approaches would be appreciated.
 * What and when have I experienced something that was extremely difficult to learn? **
 * How might this piece of your history help you connect to students with learning differences? **
 * What do you want to gain from this course? **
 * Topic Introduction: Autism and Aspergers **

Autism is a complex syndrome or developmental disability of abnormalities involving language, social reciprocity, and hyper-focus or reduced behavioral. Currently a utism is a spectrum disorder, a group of disorders with similar features; this means that people with autism can have very different symptoms. The main signs and symptoms of autism involve difficulties in the following areas: The autism spectrum ranges from: Autistic Disorder-Asperger Syndrome- Pervasive Developmental Disorder. Impairment in social interaction, and communication; restricted, repetitive and stereotyped patterns of behavior, interests, and activities. Impairment in social interaction; restricted, repetitive, and stereotyped patterns of behavior, interests, and activities. The syndrome can cause clinically significant impairment in social, occupational, or other important areas of functioning in everyday life. However there is no clinically significant general delay in language, cognitive development, or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction), and curiosity about the environment in childhood. Autism and aspergers is personally relevant to me because my older brother Joshua has both autism and blindness. While I grew up with Joshua and learned valuable firsthand knowledge about autism, I have never really understood its clinical symptoms, or causes. Also becoming a future educator there is a probability that there will be a student a part of my classroom that falls somewhere in the autism spectrum. //Expert’s estimate that about 1 in 88 children have been identified with an autism spectrum disorder.// I felt as though this research project would provide me with an opportunity to learn more about autism and how its symptoms affect those daily lives of those with it. I strive to become more knowledgeable about the multi-facets pertaining to autism so that in the future I will be able to create an environment and provide a learning experience that is authentic, modified correctly, and influential to a child who has autism.
 * Communication- both verbal (spoken) and non-verbal (unspoken, such as pointing, and eye contact)
 * Social- such as sharing emotions, understanding how others think and feel, and holding a conversation
 * Routines or repetitive behaviors (also called stereotyped behaviors) such as repeating words or actions, obsessively following routines or schedules, and playing in repetitive ways
 * ** Autistic disorder **
 * ** [|Asperger syndrome] **
 * Resources **


 * //5 out of 5 Stars //- (As a teacher resource)

"Teaching Autism Students in Inclusive Classrooms."  //Child-Autism-Parent-Cafe Practical Way to Help, Plan and Manage Daily Living with Autism//. N.p., 2012. Web. 18 May 2012. __ __. This page of this resource provides strategies for teaching children on the autism spectrum in an inclusive classroom. It includes: strategies that promote successful inclusion experiences, strategies and activities to improve organizational skills. The rest of the website offers information about autism: awareness, treatment, products including toys and books, social stories, poems, videos, articles, etc…

//Autism Speaks It's Time to Listen //. Autism Speaks Inc., 2005-2012. Web. 19 May 2012.  [] Autism Speaks has grown into the nation’s largest autism science and advocacy organization, dedicated to funding research into the causes, prevention, treatments, and a cure for autism. This website is dedicated to increasing awareness of the autism spectrum disorders and advocacy for the needs of individuals and their families.
 * //5 out of 5 Stars// (up to date informational website)

//<span style="font-family: Arial,sans-serif; font-size: 9pt;">National Association of Special Education Teachers //<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">. N.p., 2006/2007. Web. 12 May 2012. __<span style="color: #215868; font-family: Arial,sans-serif; font-size: 9pt;"><http://www.naset.org/autism2.0.html>. __ <span style="font-family: Arial,sans-serif; font-size: 9pt;">This is an informational website geared toward supplying educators with numerous information about autism. Many categories are provided including information about: diagnosing autism, the classification or types of autism, accommodations and modifications, books and publications, functional assessments etc… <span style="font-family: Arial,sans-serif; font-size: 9pt;">Autism Everyday.mov <span style="color: #31849b; font-family: Arial,sans-serif; font-size: 9pt;"> [] <span style="font-family: Arial,sans-serif; font-size: 9pt;">Is a 13 minute video that offers great insight to the daily lives, and struggles that families who have a child with autism go through each day. The video is presented from the viewpoint of parents and siblings.
 * //<span style="font-family: Arial,sans-serif; font-size: 9pt;">5 out of 5 Stars- //
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">5 out of 5 Stars-

__<span style="font-family: Arial,sans-serif; font-size: 9pt;">AUTISM Documentary Asperger School “make me normal” __ <span style="color: #31849b; font-family: Arial,sans-serif; font-size: 9pt;"> [] <span style="font-family: Arial,sans-serif; font-size: 9pt;"> This is a 49 minute documentary that was filmed at a state school for children with autism called, Sparr in Great Britain. This documentary follows the school lives of many different children. It is raw, unedited and offers great insight to the different spectrums, behaviors, and thinking that children who have autism have.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">5 out of 5 Stars

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">"Autism Spectrum Disorder." //icommunicate Speech and Communication Theraphy//. N.p., 2011. Web. 18 May 2012. __<span style="color: #31849b; font-family: Arial,sans-serif; font-size: 9pt;"><http://www.icommunicatetherapy.com/programme-options/child-information/autism>. __<span style="font-family: Arial,sans-serif; font-size: 9pt;"> The autism section of this website offers through information about the prevalence and causes and treatment of autism. Also numerous strategies are explained in detail for: communication, social skills, behavior, classroom, and language and cognitive development. Assistive communication and technology visual strategies such as social stories and visual schedules, using visuals to communicate, and PECS (picture exchange communication system) are also highlighted on this website.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">5 out of 5 Stars-

//<span style="font-family: Arial,sans-serif; font-size: 9pt;">US Autism & Asperger Association //<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">. www.xmission.com, 2012. Web. 7 May 2012 <span style="color: #31849b; font-family: Arial,sans-serif; font-size: 9pt;">. [] <span style="color: #215868; font-family: Arial,sans-serif; font-size: 9pt;">. <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">This informational website is an all inclusive and interactive resource written for varying viewpoints such as: individuals living with autism or aspergers, a parent or a caregiver, educator, professional (Dr.), and advocates etc. Interventions and therapies, resources, a newsletter archive, legal issues, FAQs, up and coming conferences, and research are all offered.
 * //<span style="font-family: Arial,sans-serif; font-size: 9pt;">5 out of 5 Stars- //

//<span style="font-family: Arial,sans-serif; font-size: 9pt;">Autism Asperger's Digest //<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">. Future Horizons, 2012. Web. 11 May 2012. __<span style="color: #215868; font-family: Arial,sans-serif; font-size: 9pt;"><http://autismdigest.com/>. __ <span style="font-family: Arial,sans-serif; font-size: 9pt;">Autism Digest’s goal is to instill hope in parents, teachers, therapists, friends, and family members alike who work every day with kids with autism. Most of the staff at //AADigest// has a child on the spectrum, so they offer a unique viewpoint and provide articles, blogs, treatments, tips, and research that might improve the lives of children and their families.
 * //<span style="font-family: Arial,sans-serif; font-size: 9pt;">3 1/2 out of 5 Stars //<span style="font-family: Arial,sans-serif; font-size: 9pt;">-

//<span style="font-family: Arial,sans-serif; font-size: 9pt;">Autism Reaserch Institute //<span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">. N.p., 1967-2012. Web. 13 May 2012. __<span style="color: #215868; font-family: Arial,sans-serif; font-size: 9pt;"><http://www.autism.com/>. __ <span style="font-family: Arial,sans-serif; font-size: 9pt;">Autism Research Institute is dedicated to changing the perception and treatment of individuals on the autism spectrum and provide them with respect, services, and opportunity. This website offers information about autism, symptoms and behavior, understanding autism, treating autism and advocacy resources for everyone. This website offers a unique viewpoint in the fact that it provides latest research in autism studies and believes autism to be treatable.
 * //<span style="font-family: Arial,sans-serif; font-size: 9pt;">3 out of 5 Stars- //

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Show You Tube video that is 3:52 minutes long, <span style="color: #365f91; font-family: Arial,sans-serif; font-size: 9pt;"> [] <span style="font-family: Arial,sans-serif; font-size: 9pt;">.
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Presentation **
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Today they are estimating that autism affects 1 in every 88 children according to the CDC, Center for Disease Control.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">What I learned…
 * 1) <span style="font-family: Arial,sans-serif; font-size: 9pt;">There are many theories on the cause of autism but no consensus: genetics, the age of the parents having the child, environmental factors, and the quality of the vaccines given to children to name a few. I was surprised to discover that many children with autism were developing normally and then one day they started to regress. Many families have stated that their child started moving backwards developmentally wise after receiving vaccinations. Many believe that the quality of vaccinations (mercury and thimerosla (nero-toxic) is put into the vaccine to aid in its longevity and shelf life has been linked to the development of neuro-degenerative diseases, such as autism, Alzheimer’s and dementia) and the vaccine schedule (36 shots give before the age of 5 ever since 1990 and before it was only 10) triggers autism in some children. No one truly know what causes autism but it remains at the heart of a very serious and factious scientific debate.
 * 2) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Children with autism tend to flourish in one topic or subject. It is important for teachers to focus on the positives and create an environment that incorporates said topic or subject of interest, so that the child with autism can achieve success, feel understood, and gain personal self esteem.
 * 3) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Autism is a spectrum disorder; Aspergers syndrome is a high functioning form of autism.
 * 4) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Everyone who has autism varies from one another.
 * 5) <span style="font-family: Arial,sans-serif; font-size: 9pt;">Important generalizations that teachers should know about teaching students with autism: are usually visual learners, most often need explicit instruction across curricular domains, will need specialized instruction in both social skills and communication, need predictability and routines, have a long processing time, have difficulty with social interaction, have limited modes of communication, lack of imaginary play, and difficulty recognizing emotional states of oneself and others.