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This video, created my special Olympics, explains what people first language is. The video also gives examples of what people first language is and what it is not. I included this video, because I think it is important that everyone uses people first language. even in published works or writing, people first language is not always used. I also choose this video because it is short, and could be used to explain people first language to other students at the school or parents.

Special Olympics. (2018). Person First Language [Video].

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This website lists and links a large amount of websites, apps, and other resources for students with autism. The list is broken up into categories. Below I will explain two categories that I found the most helpful. The first is assistive technology. These include communication devices, tops for using assistive technology devices, why assistive technology is useful, and lists of assistive technology for academic purposes.. Using assistive technology in classrooms and at home can look different for each person. Having a list of tips and ideas can be very helpful and useful. The next category is digital teaching aids. Some items outlined include apps to use to teach fine motor skills, how to teach coding, other tips, and tips for working with adults with autism. When coming into a setting where you may have students with autism, it is so important for teachers to find the best way to teach the students and find things that work for their classroom.

Digital Resources for Students with Autism - Helpful for Teachers and Parents. Teach.com. (2020). Retrieved 10 May 2020, from https://teach.com/online-ed/psychology-degrees/online-masters-applied-behavior-analysis/aba-digital-autism-resources/.

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The digital age brings good news for teachers and parents dealing with students with autism. Today, there are more technologies than ever before to help students with speech, interaction, participation, and communication, making for more integrated classrooms and innovative therapies that help these students learn.

Take a look at our comprehensive list of digital resources for students with autism.

Technology in Treatment of Autism

Technology and Disability

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Digital Resources for Students with Autism

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The digital age brings good news for teachers and parents dealing with students with autism. Today, there are more technologies than ever before to help students with speech, interaction, participation, and communication, making for more integrated classrooms and innovative therapies that help these students learn.

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This article was published by ABC news and explores ten myths about autism. The article first talks about how a lot of TV shows have characters with autism and how the shows show some of the debates and relays certain messages. Magazines also explore the topic of the cause of autism. The article then outlines 10 myths about autism spectrum disorders and and explains them to help individuals better understand. One myth that stuck out to me is that "Autism can be cured". The article explains that there is no cure, but instead there are many interventions that ca improve the individual's functioning. The article also explains how each person with autism is different. I believe that this article breaks down common misconceptions well and explains them better. The general public can also use more insight about autism. Teachers and doctors should always be educating people about autism.

News, A. (2008). 10 Myths About Autism. ABC News. Retrieved 10 May 2020, from https://abcnews.go.com/Health/ColdandFluNews/story?id=6089162&page=1.

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Oct. 23, 2008 — -- As the number of Americans diagnosed with autism spectrum disorders climbs, so, too, does the number of questions surrounding this disorder. Namely, what is autism, and what is causing a rise in autism diagnoses among adults and children nationwide?

Click here to go to ABC News' On Call+ Autism page.

Amid these questions, television shows and magazines feature a barrage of stories and imagery -- families rallying for and against vaccines, debates between medical experts pointing to both genetic and environmental causes, and images of individuals diagnosed with autism who struggle to speak and function independently, while others can interact with others and are able to hold jobs. For many, these competing messages may make this already complex condition even more confusing.

Fortunately, doctors and researchers are learning more about the causes and characteristics of autism.

The following are answers to 10 common myths, that may help us better recognize the range of symptoms we call autism spectrum disorders.

Myth: Autism is an emotional or mental health disorder.

While physical or social behaviors of individuals with autism may suggest that they have a psychological disorder, autism is actually a biological illness that affects the brain's growth and development.

"In the case of autism, the parts of the brain that are most affected seem to impact three areas of functioning," said Michael Alessandri, executive director of the University of Miami's Center for Autism and Related Disabilities. "Social behavior, communication and restricted and repetitive rituals and routines are ways that the child or the adult with autism interact with the environment."

Although autism is now understood to be a neurodevelopmental disorder, Alessandri, an expert for ABCNews.com's OnCall+ Autism section, said autism can still be considered a complex disorder because its range of symptoms is so diverse.

"Scientists and clinicians now understand that autism is not a singular entity, but rather, a variety of syndromes that ... create the autism spectrum disorders," said Alessandri.

Myth: There is an autism epidemic.

The word "epidemic" often implies a sudden burst in the number of individuals within a fixed time who have, in this case, autism.

Visit the OnCall+ Autism Center

Although the CDC reports that one out of 150 children born have an autism spectrum disorder, some experts are quick to question whether a surge in autism cases is actually occurring. Some are more likely to link the upshot of numbers to the combination of a broader definition of autism, a wider spectrum, and an earlier diagnosis.

"The condition has not become more widespread, but there is more diagnosis of autism," said Dr. Bob Marion, director of Children's Evaluation and Rehabilitation Center at Albert Einstein College of Medicine in New York.

Sheila Wagner, assistant director of the Autism Center at Emory University in Atlanta, added that more awareness of symptoms has allowed more people to identify individuals who have autism.

"There's a lot of media exposure to autism, in television and movies," said Wagner. "This has made [autism] more recognizable in the lay population."

Myth: Autism can be cured.

Some parents may allude to a certain diet, medicine, or set of behavioral treatments that have cured their autistic children, where other parents may try the same mode of treatment and see no results. While there are treatments created to improve an autistic child's ability, there is no known cure for autism.

"We do know that with early intervention with younger children and Applied Behavioral Analysis, we can improve a child's functioning," said Marion.

Applied Behavior Analysis, or ABA, is one form of therapy for newly diagnosed children. It includes repeating behavioral activities to improve a child's social and physical functions.

According to Marion, there is no blanket treatment for autism, and it is up to the individual's doctor to assess what treatment will offer the best benefit for each autistic child.

In some cases, Marion said, behaviors, including eye contact, interaction with others and development of language skills, will significantly improve -- but the underlying biological disorder will not change.

"And that is definitely not a cure," he said.

Myth: Autism is the result of cold and unemotional parents.

In the 1940s, Austrian doctor Bruno Bettelheim theorized that autism was a result of parents, especially mothers, who did not love their children. Children in such situations would withdraw and become autistic, Bettelheim believed.

However, researchers have thawed the "refrigerator mother" theory. According to medical experts, a child's autism diagnosis has nothing to do with how the child is raised.

"We don't know if there are any things that a parent can do or not do, conclusively, will determine whether their child gets autism or not," said Dr. Daniel Geshwind, director of UCLA's neurogenetics program and center for autism research. "Most of the evidence right now points to there being a very strong genetic predisposition in most cases of autism, but not all."

Myth: Individuals with autism always have hidden or exceptional talents.

Stephen Wiltshire, 34, is best known as the human camera. He can replicate architectural designs and landscapes down to each blade of grass -- even if he is only given one opportunity to observe the area he is drawing. Wiltshire has reproduced panoramic scenes of Tokyo, Rome and London by memory after one short helicopter ride over each of the cities.

Wiltshire is an autistic savant. That is, he has extraordinary cognitive skills that allow him to recall details of designs, numbers and measurements that are normally considered too difficult to remember.

The concept of an autistic individual as a savant may have been popularized by Dustin Hoffman's character in the movie "Rain Man."

But while Marion acknowledges that there is a minority group of individuals with autism who have unusual islets of skills, savants are an unrealistic portrayal of the majority of individuals on the spectrum. He said most do not have talents or skills that distinguish themselves by extraordinary talents.

"There are strengths and weaknesses in every child," said Marion. "It's important for every child with autism to have a multidisciplinary evaluation by health professionals who have experience in assessing a child's skills and deficits, to come up with an educational plan that will benefit the child the most."

Myth: Repetitive or ritualistic behaviors should be stopped.

One of the classic indicators of autism is repetitive and ritualistic behaviors, according to the Diagnostic and Statistical Manual of Mental Disorders (DSM IV), a physician's tool to diagnose autism.

While these behaviors -- which can include hand flapping, banging on walls or rocking back and forth -- may seem odd, they do have a purpose: they can be calming; they can feel good; and they may help the individual communicate with others, said Wagner.

Repetitive behaviors may only pose a problem if they begin interfering in family life or if they prevent those with autism from functioning independently, Wagner added.

However, according to Dr. Pauline Filipek, associate professor of pediatrics and neurology at the University of California, Irvine, a child may learn to outgrow repetitive behaviors.

"Often, as an individual gets older, they learn that such behaviors make them stand out in society, and they learn to miniaturize those behaviors," said Filipek.

Myth: Individuals with autism are unable to build social relationships.

"This is a generalization and needs to be individualized because the spectrum is so wide," said Marion.

In short, social relationships are possible for some individuals on the autism spectrum, but not for others on the most severe end of the spectrum, Marion said.

The DSM IV, which includes diagnosing guidelines for autism, lists "impairment in social interaction" as one indication that an individual can have an autism spectrum disorder. But not every child on the autism spectrum will have the same degree of difficulty connecting with others.

"At the most severe end of the spectrum, yes, that's true," said Marion. "But there is a multitude of children who have friends, and even some who do have close relationships."

Myth: Autistic individuals are a danger to society.

"It is a disservice to think that all people with autism are dangerous," said Wagner.

The idea rises from numerous news stories of individuals diagnosed with Asperger's syndrome, a high form of autism, who have been accused of burglary and, at times, murder.

However, if you look at the entire population of people on the autism spectrum, the number of people involved in crime is small, said Wagner. If someone with autism were to act out, it may be due to frustration or perhaps physical or emotional overstimulation, not necessarily malice, she said.

Oct. 23, 2008 — -- As the number of Americans diagnosed with autism spectrum disorders climbs, so, too, does the number of questions surrounding this disorder. Namely, what is autism, and what is causing a rise in autism diagnoses among adults and children nationwide?

Click here to go to ABC News' On Call+ Autism page.

Amid these questions, television shows and magazines feature a barrage of stories and imagery -- families rallying for and against vaccines, debates between medical experts pointing to both genetic and environmental causes, and images of individuals diagnosed with autism who struggle to speak and function independently, while others can interact with others and are able to hold jobs. For many, these competing messages may make this already complex condition even more confusing.

Fortunately, doctors and researchers are learning more about the causes and characteristics of autism.

The following are answers to 10 common myths, that may help us better recognize the range of symptoms we call autism spectrum disorders.

Myth: Autism is an emotional or mental health disorder.

While physical or social behaviors of individuals with autism may suggest that they have a psychological disorder, autism is actually a biological illness that affects the brain's growth and development.

"In the case of autism, the parts of the brain that are most affected seem to impact three areas of functioning," said Michael Alessandri, executive director of the University of Miami's Center for Autism and Related Disabilities. "Social behavior, communication and restricted and repetitive rituals and routines are ways that the child or the adult with autism interact with the environment."

Although autism is now understood to be a neurodevelopmental disorder, Alessandri, an expert for ABCNews.com's OnCall+ Autism section, said autism can still be considered a complex disorder because its range of symptoms is so diverse.

"Scientists and clinicians now understand that autism is not a singular entity, but rather, a variety of syndromes that ... create the autism spectrum disorders," said Alessandri.

Myth: There is an autism epidemic.

The word "epidemic" often implies a sudden burst in the number of individuals within a fixed time who have, in this case, autism.

Visit the OnCall+ Autism Center

Although the CDC reports that one out of 150 children born have an autism spectrum disorder, some experts are quick to question whether a surge in autism cases is actually occurring. Some are more likely to link the upshot of numbers to the combination of a broader definition of autism, a wider spectrum, and an earlier diagnosis.

"The condition has not become more widespread, but there is more diagnosis of autism," said Dr. Bob Marion, director of Children's Evaluation and Rehabilitation Center at Albert Einstein College of Medicine in New York.

Sheila Wagner, assistant director of the Autism Center at Emory University in Atlanta, added that more awareness of symptoms has allowed more people to identify individuals who have autism.

"There's a lot of media exposure to autism, in television and movies," said Wagner. "This has made [autism] more recognizable in the lay population."

Myth: Autism can be cured.

Some parents may allude to a certain diet, medicine, or set of behavioral treatments that have cured their autistic children, where other parents may try the same mode of treatment and see no results. While there are treatments created to improve an autistic child's ability, there is no known cure for autism.

"We do know that with early intervention with younger children and Applied Behavioral Analysis, we can improve a child's functioning," said Marion.

Applied Behavior Analysis, or ABA, is one form of therapy for newly diagnosed children. It includes repeating behavioral activities to improve a child's social and physical functions.

According to Marion, there is no blanket treatment for autism, and it is up to the individual's doctor to assess what treatment will offer the best benefit for each autistic child.

In some cases, Marion said, behaviors, including eye contact, interaction with others and development of language skills, will significantly improve -- but the underlying biological disorder will not change.

"And that is definitely not a cure," he said.

Myth: Autism is the result of cold and unemotional parents.

In the 1940s, Austrian doctor Bruno Bettelheim theorized that autism was a result of parents, especially mothers, who did not love their children. Children in such situations would withdraw and become autistic, Bettelheim believed.

However, researchers have thawed the "refrigerator mother" theory. According to medical experts, a child's autism diagnosis has nothing to do with how the child is raised.

"We don't know if there are any things that a parent can do or not do, conclusively, will determine whether their child gets autism or not," said Dr. Daniel Geshwind, director of UCLA's neurogenetics program and center for autism research. "Most of the evidence right now points to there being a very strong genetic predisposition in most cases of autism, but not all."

Myth: Individuals with autism always have hidden or exceptional talents.

Stephen Wiltshire, 34, is best known as the human camera. He can replicate architectural designs and landscapes down to each blade of grass -- even if he is only given one opportunity to observe the area he is drawing. Wiltshire has reproduced panoramic scenes of Tokyo, Rome and London by memory after one short helicopter ride over each of the cities.

Wiltshire is an autistic savant. That is, he has extraordinary cognitive skills that allow him to recall details of designs, numbers and measurements that are normally considered too difficult to remember.

The concept of an autistic individual as a savant may have been popularized by Dustin Hoffman's character in the movie "Rain Man."

But while Marion acknowledges that there is a minority group of individuals with autism who have unusual islets of skills, savants are an unrealistic portrayal of the majority of individuals on the spectrum. He said most do not have talents or skills that distinguish themselves by extraordinary talents.

"There are strengths and weaknesses in every child," said Marion. "It's important for every child with autism to have a multidisciplinary evaluation by health professionals who have experience in assessing a child's skills and deficits, to come up with an educational plan that will benefit the child the most."

Myth: Repetitive or ritualistic behaviors should be stopped.

One of the classic indicators of autism is repetitive and ritualistic behaviors, according to the Diagnostic and Statistical Manual of Mental Disorders (DSM IV), a physician's tool to diagnose autism.

While these behaviors -- which can include hand flapping, banging on walls or rocking back and forth -- may seem odd, they do have a purpose: they can be calming; they can feel good; and they may help the individual communicate with others, said Wagner.

Repetitive behaviors may only pose a problem if they begin interfering in family life or if they prevent those with autism from functioning independently, Wagner added.

However, according to Dr. Pauline Filipek, associate professor of pediatrics and neurology at the University of California, Irvine, a child may learn to outgrow repetitive behaviors.

"Often, as an individual gets older, they learn that such behaviors make them stand out in society, and they learn to miniaturize those behaviors," said Filipek.

Myth: Individuals with autism are unable to build social relationships.

"This is a generalization and needs to be individualized because the spectrum is so wide," said Marion.

In short, social relationships are possible for some individuals on the autism spectrum, but not for others on the most severe end of the spectrum, Marion said.

The DSM IV, which includes diagnosing guidelines for autism, lists "impairment in social interaction" as one indication that an individual can have an autism spectrum disorder. But not every child on the autism spectrum will have the same degree of difficulty connecting with others.

"At the most severe end of the spectrum, yes, that's true," said Marion. "But there is a multitude of children who have friends, and even some who do have close relationships."

Myth: Autistic individuals are a danger to society.

"It is a disservice to think that all people with autism are dangerous," said Wagner.

The idea rises from numerous news stories of individuals diagnosed with Asperger's syndrome, a high form of autism, who have been accused of burglary and, at times, murder.

However, if you look at the entire population of people on the autism spectrum, the number of people involved in crime is small, said Wagner. If someone with autism were to act out, it may be due to frustration or perhaps physical or emotional overstimulation, not necessarily malice, she said.

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Oct. 23, 2008 - -- As the number of Americans diagnosed with autism spectrum disorders climbs, so, too, does the number of questions surrounding this disorder. Namely, what is autism, and what is causing a rise in autism diagnoses among adults and children nationwide? Click here to go to ABC News' On Call+ Autism page.

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This article published by Scholastic discusses ten tips for teachers when working with students with Autism. The articl first stars by saying that in today's classrooms, there is almost always one or more students with autism in the general education settings. There tips include the use of visuals, structure, use of social stories, using sensory, taking breaks, working with parents and more. Many of the tips are things that can be integrated into the general education classroom. Another aspect that I like about the article is that there tips are good to remember even if you do not have someone with autism in your classroom. Being considerate of all learners is important in a whole group setting. Personally, I could use these tips to help educate my fellow teachers if they are struggling with having students with autism in their class.

Greene, K. (2020). Teaching Students with Autism Spectrum Disorder | Scholastic. Scholastic.com. Retrieved 10 May 2020, from https://www.scholastic.com/teachers/articles/teaching-content/teaching-students-autism-spectrum-disorder/.

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Chris Cooper, a fourth-grade teacher at Moorlands Elementary in Kenmore, Washington, says he didn't have students with autism in his class for the first half of his 22-year career-at least none that he was aware of. But that has changed over the past decade. "It's not unusual to have one or two kids on the spectrum in a classroom anymore," he explains. Cooper's experience reflects wider trends in the diagnosis of autism. In 2000, the Centers for Disease Control and Prevention estimated that one in 150 children were identified with the disorder. Today, that number is one in 68-with boys at five times higher risk than girls.

The diagnostic criteria for autism changed in 2013 with the latest edition of the Diagnostic and Statistical Manual of Mental Disorders ( DSM-5). Previously, there were separate diagnoses for autism disorder, Asperger's syndrome, and other pervasive developmental disorders, says Clarissa Willis, associate professor of teacher education at the University of Southern Indiana and author of Teaching Young Children with Autism Spectrum Disorder. Today, DSM-5 puts them in all in one category as autism spectrum disorder (ASD).

"The criteria are much more comprehensive," explains Willis. "[ DSM-5] recognizes that autism is a spectrum. Children are going to have varying degrees of challenges with the common areas considered part of autism, including communication, behavior, social awareness, and sensory integration." Instead of "pigeonholing" children into subcategories, says Willis, DSM-5 focuses on how much support a child needs.

Willis points out that the push toward inclusive classrooms has also increased the number of children with ASD in the general education setting. "Inclusion only works insofar as the appropriate supports are set up for the child and the teacher," she says.

Those supports vary from child to child. Some can spend all day in the inclusion classroom, while others can manage just a half-day. Some students may have full-time aides. Others may be able to function with computer assistance, such as apps to help them communicate or learn social skills (see sidebar). And while technology can be a powerful tool, Cooper suggests using it judiciously. "With kids on the spectrum, it shouldn't be used as a crutch or a babysitter, but it can be used to help facilitate," he says.

With the guidance of Willis, Cooper, and several other educators trained in autism, we've compiled 10 strategies to help you support the varying needs of students on the autism spectrum.

1 | USE VISUALS. Using visuals can help students with ASD in a wide range of areas-from understanding rules to explaining social situations. For instance, Willis has found visual "if/then" cards to be particularly useful to address behavioral issues. Consider a student who loves to be on the computer but doesn't like to do math. On the "if" side of the card, you would include a picture that represents math. On the "then" side, you would show a computer. "Every time he starts to get off task, the teacher can just point to the card," Willis says.

2 | STRUCTURE YOUR DAY. Routines are doubly important for students who require a tight structure. In addition to a posted class schedule, students on the spectrum can benefit from a personal daily schedule with built-in visuals.

Willis points out that most children with ASD demonstrate "unbelievable inflexibility" when there are changes to a routine (think assemblies). You can add these deviances into students' schedules and provide extra transition time.

3 | TELL A SOCIAL STORY. Difficulties with social skills is a hallmark of ASD. Using "social stories," a technique developed by Carol Gray, president of the Gray Center for Social Learning and Understanding, can help guide students through interactions with peers and teach social norms. Willis had a student with autism who would become physical when it was his turn to use the computer and someone else was still on it. She created a story that taught him to ask for a chance to participate without pushing or shoving: "He would say to himself, 'When someone's on the computer, I ask them to stop. I count to 10.' "

4 | GO BEYOND THE "TEACHER LOOK." You know your disapproving 'teacher look' when the class is too loud?" asks Julie Van Alst, a special-needs teacher consultant in the Wexford-Missaukee Intermediate School District in Cadillac, Michigan. "Your student with ASD will likely not understand your look means you want your class to quiet down." Children with ASD have a difficult time reading nonverbal cues and gestures like facial expressions. Van Alst recommends using direct language to communicate exactly what you want the student to do.

5 | KEEP IT SIMPLE. Following a long set of directions is difficult for most students. It's especially challenging for a student who struggles with oral language processing, as is the case for many children on the spectrum. Both Cooper and Van Alst say it's crucial to keep oral directions short and to the point. Cooper uses key words like first and then. Van Alst says she gives only one or two directions at a time.

6 | INTEGRATE SENSORY ACTIVITIES. Most children with ASD are over- or under-reactive to sensory stimuli. Van Alst says the buzzing of fluorescent lights in the classroom or echoes in the cafeteria can be triggers for some students.

"We typically set the lights on halfway," says Christina Rodocker, an ASD teacher of grades 3-5 at Turtleback Elementary School in San Diego. Some of her students have scheduled sensory breaks every hour or two, which include playing with a stress ball, sitting with a weighted lap pad, chewing gum, or carrying a heavy backpack.

7 | TAKE A BREAK. Willis says that sometimes students just need a quiet place to retreat. "There should be a place in the classroom-not a place for punishment-where a student can go to take a break from the world," she explains. You can set up a spot in the back of the room with soft lighting for a getaway moment. "The only rule is, after you take a break, you have to finish what you were working on," adds Willis.

8 | CONSIDER PARENTS THE EXPERTS. As a stepparent of a child on the spectrum, Cooper knows about being on both sides of the teacher-parent relationship. He recommends you say to parents: "You're the expert. Help me get to know your kid." Cooper says parents of children on the spectrum can provide valuable insight into a child's routines, triggers, and the reasons behind behaviors. He collects information in various ways, including surveys.

9 | CREATE A CULTURE OF UNDERSTANDING. Cooper has had honest conversations about autism with all of his students to educate them about the disorder. He has two go-to books he recommends reading to upper-elementary and middle-school students to begin those discussions: Al Capone Does My Shirts, by Gennifer Choldenko, and Colder Than Ice, by David Patneaude. "When you're reading a particular section where behavior is demonstrated by a character, it's totally fine to point that out and ask, 'Why do you think this is?' " he says. "It brings it out in the open to have that discussion. Kids are empathetic."

10 | TREAT THEM AS CHILDREN FIRST. Van Alst says we shouldn't lose sight of the fact that "children with ASD are unique and wonderful individuals. They are first and foremost children." Treat them as you would any other student-tap into their interests, allow them to showcase skills, support them as needed, and celebrate their successes.
Click Here to Subscribe to Instructor Magazine Photo: Jodie Griggs, Flickr Select/Getty Images

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Teaching Students with Autism Spectrum Disorder | Scholastic

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Chris Cooper, a fourth-grade teacher at Moorlands Elementary in Kenmore, Washington, says he didn't have students with autism in his class for the first half of his 22-year career-at least none that he was aware of. But that has changed over the past decade.

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This article discuses sensory tips for teachers to use in their classes rooms. When teaching students with autism, teachers need to be aware of the atmosphere of their classroom and make it sensory friendly. This article explains what sensory overload may look like for a student or individual with autism. The areas that are explained are visual, auditory, tactile,  taste and smell,Proprioceptive
, and vestibule input. It also gives ideas on how to give sensory breaks. As a teacher I found all the tips very helpful. When working with students with autism you must give sensory breaks.

Kim Davis, M., 2020. Sensory Integration: Tips To Consider: Articles: Indiana Resource Center For Autism: Indiana University Bloomington. [online] Indiana Resource Center for Autism. Available at: <https://www.iidc.indiana.edu/irca/articles/sensory-integration-tips-to-consider.html> [Accessed 10 May 2020].

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 Kim Davis, M.S. and Melissa Dubie, M.S. 

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For some individuals, especially those with an autism spectrum disorder, there may be sensory processing dysfunctions or difficulties.

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I created this autism brochure this semester. This brochure first discusses screening for autism and why early intervention is important. It also talks about the type of screening tools that are used, like assessments.. Lastly, the brochure talks about different support groups that are based in St. Louis. As well as tools and resources in Missouri. Having information can be helpful for parents when they have questions or need resources or support services.

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This is a DSM 5 fact sheet. This fact sheet reviews that changes that DSM 5 brought to diagnosis Autism Spectrum Disorders (ASD). This fact sheet broke up the changes and explained what changes were made. For example it explained that in the past  there were four different diagnosis. If an individual was diagnosis with ASD in the past, there will still have that diagnosis. As a teacher I believe it is important to be aware of and understand the changes.

2013. Autism Spectrum Disorder. [online] Available at: <https://learning.semo.edu/pluginfile.php/3267837/mod_resource/content/1/DSM%205%20Autism%20Spectrum%20Disorder%20Fact%20Sheet.pdf> [Accessed 10 May 2020].

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This website includes two video stimulation that stimulate what an individual with autism may feel or go through in certain situations. As the article explains, it can be hard to understand how someone with autism feels in situations. As teachers this can help us understand the needs and sensory needs of our students. This can also help the general public get a better understanding of what sensory overload can feel like.

“5 Video Simulation Activities to Understand Autism.” Autism Speaks, 5 Sept. 2018, www.autismspeaks.org/blog/activities-understand-autism.

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Autism Speaks does not provide medical or legal advice or services. Rather, Autism Speaks provides general information about autism as a service to the community. The information provided on our website is not a recommendation, referral or endorsement of any resource, therapeutic method, or service provider and does not replace the advice of medical, legal or educational professionals. Autism Speaks has not validated and is not responsible for any information, events, or services provided by third parties.

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5 Video Activities to Understand Autism | Autism Speaks

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Autism Speaks does not provide medical or legal advice or services. Rather, Autism Speaks provides general information about autism as a service to the community. The information provided on our website is not a recommendation, referral or endorsement of any resource, therapeutic method, or service provider and does not replace the advice of medical, legal or educational professionals.

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This blog post illustrates and explains vocabulary that teachers may use when communicating with parents who have a child with autism, or other disabilities. When working with families, teachers tend to throw around words, abbreviations and vocab that parents may not be familiar with. This blog post also includes visuals when explaining each.

Smith , Lisa. “Autism Increased My Vocabulary.” Autism Increased My Vocabulary, 6 Jan. 2016, quirks-and-chaos.blogspot.com/2016/01/autism-increased-my-vocabulary.html.

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When my youngest son Tate was diagnosed with autism I knew almost nothing about autism. I began to read and research desperately. I often had to stop and find a definition for many of the words I was introduced to. Some of those words became part of my daily vocabulary after that. For a while now I've had a list of words on my computer I planned to define in a blog post for those who are just entering the world I now live in. As I began to work on the post I had an idea. I could also illustrate the words. It's been a lot of fun compiling the words, defining them in my own words and then illustrating them.

Here they are in no particular order. Thanks for reading!

If you find any errors let me know and I will edit the photos and/or text. -Lisa If you liked this and would like to see more of my posts be sure and visit
www.quirksandchaos.com

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When my youngest son Tate was diagnosed with autism I knew almost nothing about autism. I began to read and research desperately. I often had to stop and find a definition for many of the words I was introduced to. Some of those words became part of my daily vocabulary after that.

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12 Things I'd Like Teachers to Understand about Autism

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12 Things I'd Like Teachers to Understand about Autism

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This blog post is by a mother who has a child with autism. The blog post talks about 12 things that she wishes teachers understand about autism. Each item is a good reminder for teachers, and gives a good parents perspective. Teachers  and aids should review this resource. I will use this in my future classroom when working with my students, and share with fellow staff members.

Smith, Lisa. “12 Things I'd Like Teachers to Understand about Autism.” Autism Speaks, Autism Speaks , 9 Mar. 2015, www.autismspeaks.org/blog/12-things-id-teachers-understand-about-autism.

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March 9, 2015
The post below is by Lisa Smith, the mother of seven children, two with special needs. Her son Tate has autism. Lisa blogs about her experiences and can be found on Facebook at Quirks and Chaos or at quirks-and-chaos.blogspot.com. For more resources for teachers and help with inclusion and acceptance at school, check out the Autism Speaks School Community Tool Kit.
I have a follower who is a teacher and she asked me to do a "Ten things I'd like to tell teachers about autism" list. I came up with 12 things that I would tell my son's teachers in grade school if I could go back in time.
1. Autism is a huge spectrum.
If you have taught other children with autism you may have a good general idea of what autism looks like but my son will still be different than the others. If you have questions about my son or how autism affects him, ask me. Nothing will impress me more about you than your willingness to learn about my son and his needs.
2. A routine and transition warnings are helpful for a child with autism.
While we know that flexibility is an important life skill and one we need to work on, my son does not handle surprises or big changes in his routine well. Things like a substitute teacher, a fire drill, or a field trip are all going to cause anxiety for my son. A warning and clear instructions will help. A visual schedule would be a helpful tool for my son. A five-minute warning, a two-minute warning, and tolerance are needed.
3. A child with autism needs extra time to process language.
Use simple language and short sentences. Give no more than two-step instructions. Give my son at least three full seconds after you make a statement or ask a question to respond. If you choose to repeat, do not rephrase, as then he will have to start processing over again. Trying to hurry my son will only slow him down further.
4. Receptive language and expressive language are two different things.
My son may understand much more than you think he does. He may not be able to put into words all the things he wants to say. On the other hand he may be able to quote long complicated phrases or passages without understanding any of the meaning of the words. It is difficult to know exactly what my child really knows and what he still needs to learn sometimes.
5. Children with autism are literal.
Figurative language and abstract ideas are a mystery to a child with autism. So, when you say things like, "Pick up the pace" and your other students know you want them to walk faster, my son will be looking for something called "pace" that he should be lifting from the floor. These things happen all day long.
6. A child with autism can get stuck on one subject.
My son obsesses about things that do not matter to you or I. He might want to talk about Disney movie characters for a long period of time and there will be little you can do to distract him. He gets stuck in a continuous loop. Occasionally these topics of interest can be incorporated into his learning but mostly they distract him from learning.
7. A child with autism may need help with social interactions.
My son will probably appear disinterested in his peers and he may actually be disinterested but he will never learn social skills unless we keep trying. You have him in a perfect setting for teaching social skills. It is an environment I cannot recreate at home. It would be so helpful if you would use every opportunity available there to teach and reteach social skills.
8. Sensory issues are a distraction for many children with autism.
Sounds that are barely noticeable to you may distract my child and keep him from learning. Textures may cause my son to recoil in disgust. Smells may cause him to gag. Please be considerate of this. Over stimulation can sometimes overwhelm him and cause a meltdown. A meltdown looks similar to a temper tantrum but it is not the same at all.
9. Children with autism use stereotypic behaviors or repetitive behaviors when they are excited, bored, or stressed.
My son will need redirection throughout the day. The behaviors will cause him to appear odd to his peers. Please consider giving the class an age appropriate definition of autism to help his peers understand.
10. Positive Reinforcement will be helpful but punishments will not.
Punishments or threats of punishment will probably result in anxiety and impede progress. He will work toward a reward but will shut down if he fears a punishment.
11. People with autism tell the truth as they see it.
My son may let you know you need to lose weight, you need a shave, or your breath smells bad. Do not take it personally. A sense of humor is a must when working with children with autism.
12. Kids with autism are not scary or unlovable. They are just different.
Sometimes different is intimidating but educating yourself about autism and about my son will help. I'm can help with that! I will willingly answer any questions you have.

For more resources for teachers and help with inclusion and acceptance at school, check out the Autism Speaks School Community Tool Kit.

Everyone deserves the chance to reach their full potential. We need your help to tell lawmakers that improving education for children and young adults with autism is a priority for our community. Sign the petition here to have your voice heard.

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12 Things I'd Like Teachers to Understand about Autism | Autism Speaks

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March 9, 2015 The post below is by Lisa Smith, the mother of seven children, two with special needs. Her son Tate has autism. Lisa blogs about her experiences and can be found on Facebook at Quirks and Chaos or at quirks-and-chaos.blogspot.com.

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This is my resource portfolio. It is complied with articles, activities, paper and other resources that I found helpful and that I could use when working with individuals with autism.