Research Paper on "Autism the Neural Development"

Research Paper 15 pages (4383 words) Sources: 15 Style: APA

[EXCERPT] . . . .

Autism

The neural development of someone with autism is not the same as the neural development of those who do not have the disorder (Caronna, Milunsky, & Tager-Flusberg, 2008; Piggot, et al., 2009; Shattuck, et al., 2009). Those who have autism struggle with communication, and they may also show significant (or relatively minor) social impairment. Behaviors are restricted and repetitive in many cases, as well, and people with autism have trouble controlling those behaviors (Shattuck, et al., 2009).

Generally, the symptoms of autism are seen in children that are younger than three, and newer diagnostic options are catching autism and related disorders more quickly than in the past (Caronna, Milunsky, & Tager-Flusberg, 2008). This is very good news for parents, and for their children who need the help and support that they can get once they have been diagnosed with autism and treatment can be sought. Without a clear understanding of the challenges their child faces, parents cannot make an informed decision as to what kind of treatment would be best and whether they should focus on a specific kind of treatment would be a better fit for their child and family.

In the general population autism is seen in approximately one in 2000 individuals (Caronna, Milunsky, & Tager-Flusberg, 2008; Piggot, et al., 2009). Those who are on the autism spectrum with other, related disorders such as Aspergers, though, raise that number to two in 2000 individuals (Shattuck, et al., 2009). Because of the "checklist for autism in toddlers," it is possible for children with autism to receive a very early diagnosis. Kids as young as 18 months can be tested for autism and related disorders, and diagnosing them early is one of the best ways to get them help quickly (Tanguay, 2000).

The early diagnosis is also very important because there may be a genetic link in autism which may include more than just one gene and can affect twins and other children in a family (Tanguay, 2000). Naturally, this is very significant for parents who may have more children or who are planning on having more children in the future - and may want to understand their genetic risk.

Most psychiatrists are interested in treating autism with medication after it has been detected (Tanguay, 2000). It is also vital that any kind of intervention is started early. Some of the behavior that is seen in autism is considered to be bizarre by those who do not have the disorder or who do not have children with the disorder, so there are many social and behavioral therapies that can be used in order to help these children (Caronna, Milunsky, & Tager-Flusberg, 2008; Piggot, et al., 2009).

Some of the behavioral problems are linked to communication skills, and others are linked to the social aspects of the disorder (Piggot, et al., 2009; Shattuck, et al., 2009). Those who can learn to have good social relationships will be much better off than those who cannot - but autism can be severe and children do not always have a "choice" as to whether they can overcome their difficulties. Not every treatment works for every patient, of course, and patients who have a very severe form of autism or do not respond to therapy will often have to be medicated in order to function as well as possible (Tanguay, 2000).

There is a great deal of literature on whether autistic students should be (and can be) included in classrooms that are for general education students (Caronna, Milunsky, & Tager-Flusberg, 2008; Piggot, et al., 2009; Shattuck, et al., 2009; Tanguay, 2000). This is one of the most significant issues for those who have autism, and it can also affect the other students in the classroom. Perceptions on autism and inclusion change frequently, and more recent literature is often the best gauge of how parents and educators feel about this very important issue (Shattuck, et al., 2009).

The focus currently should be on what parents are seeing in education and whether their children are being treated appropriately for the diagnoses they have received. There are various issues that parents and their autistic children face with inclusion into general education classrooms, and there are both pros and cons to inclusion. Because this is such a significant issue with autism, it is important that inclusion be discussed.

Throughout Europe, and most significantly in Spain, many teachers are focused on helping out students who are struggling with learning disabilities like autism (Casas & Castellar, 2004). This is especially true where students have to deal with math, because it can be highly difficult for them. The highest goal of the majority of these teachers is to make sure that students who are autistic are able to live normal lives as much as possible (Caronna, Milunsky, & Tager-Flusberg, 2008).

That generally means including them in general education classrooms so that the autistic students can have a stronger sense that they belong at that school (Casas & Castellar, 2004). By giving them a sense of belonging they can keep them from feeling a sense of isolation from the other children in the school. It also builds self-esteem and self-confidence (Caronna, Milunsky, & Tager-Flusberg, 2008).

Autistic children have trouble making eye contact and they generally prefer not to be touched - especially by strangers (Caronna, Milunsky, & Tager-Flusberg, 2008; Piggot, et al., 2009). The earlier they are diagnosed, the more likely it is that they can have stronger social skills. This can include more eye contact and more toleration of being touched by others (Caronna, Milunsky, & Tager-Flusberg, 2008).

This, in turn, provides them with more confidence on a social level, so they have a higher chance of being placed in classrooms where there are general education students (Shattuck, et al., 2009). While information about autism is not limited to whether autistic children should be included in classrooms that are for general education students, this is a significant part of the issue with autism because autistic children are often excluded. That can definitely cause them to be less comfortable with their peers and their surroundings, and that can lead to struggles that can be avoided.

When autistic children are placed into general education classrooms they not only learn more social skills but they have an opportunity to practice those skills. Additionally, they gain confidence in the social skills that they are able to master and use with others. That confidence has been seen as significant in many cases.

That makes it a suggestion for a large number of schools around the country to use a curriculum in general education classrooms that autistic children can also use (Caronna, Milunsky, & Tager-Flusberg, 2008). That allows these children to take part in various types of curricula and gives them an opportunity to gain both confidence and competence. When they do those things, they move forward in life and that can give them an opportunity to try even more things in the future (Piggot, et al., 2009).

Of course, not everyone feels as though inclusion is the right idea for autistic children (Caronna, Milunsky, & Tager-Flusberg, 2008). The concept has some controversy to it, and children and adults both have to be aware of the concerns that will be faced. In other words, many people still believe that inclusion should be avoided and that self-contained options are the best choices for autistic students.

The largest controversy and biggest concern about this issue comes from the idea that teachers who work in general education classrooms are only equipped for working with general education students. That does not in any way negate the work these teachers do, but only emphasizes that different teachers have different skills.

The lack of understanding of techniques to deal with autistic students and handle them properly can cause extra stress for teachers in general education classrooms if there are autistic students added to that classroom (Casas & Castellar, 2004; Shattuck, et al., 2009). General education students need a good quality education, and it can be more difficult for them to get that kind of education if there are autistic students in the classroom who are not cared for properly (Casas & Castellar, 2004).

The point is valid, but also a significant issue for many teachers and many parents of both general education and autistic students. Very few general education teachers working in the public school system today have worked with children with autism, meaning these teachers simply do not have a strong understanding of the needs of those children (Casas & Castellar, 2004).

Another important issue to consider is that children who are autistic and who are placed in a general education classroom have needs that are different from the majority of the other children in that classroom (Caronna, Milunsky, & Tager-Flusberg, 2008). There may also be a teacher who feels that handling autistic students is difficult and takes away from the other children in the classroom.

If there is one autistic student in the classroom this may not be that much of… READ MORE

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