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Article -  The Social Motivation Theory of Autism

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ERIC - Motivation Theories of Maslow, Herzberg, McGregor & McClelland. A Literature Review of Selected Theories Dealing with Job Satisfaction and Motivation., 1990-Feb

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Job satisfaction, motivation, and reward systems are included in one area of organizational theory. The strongest influence in this area is motivation because it overlaps into both of the other two components. A review of the classical literature on motivation reveals four major theory areas: (1) Maslow's Hierarchy of Needs; (2) Herzberg's Motivation/Hygiene (two factor) Theory; (3) McGregor's X Y Theories; and (4) McClelland's Need for Assessment Theory.

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SurveyMonkey Brasil: criar pesquisas nunca foi tão fácil

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Crie um formulário ou uma pesquisa online com IA e modelos prontos para pesquisas de mercado, inscrições em eventos e mais. Comece gratuitamente.

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 New Topic: The interest of Autistic Students in learning english

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 New Topic: The interest of Autistic Students in learning english

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https://202.3.77.10/users/hk/cs784/papers/langAcqCrackingSpeechCode.pdf

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The post below is by Ron Suskind, a Pulitzer-winning journalist, author and one of the subjects of Oscar-nominated documentary "Life Animated." In collaboration with Ron's organization, The Affinity Project/Sidekicks, Autism Speaks is conducting the first comprehensive national survey on special interests in individuals with autism.
This Sunday, our autistic son will walk down the red carpet to the Dolby Theater in Los Angeles for the Academy Awards. Dressed in a tuxedo, he'll mingle with Hollywood stars and celebrities, reaching social strata to which many of us aspire. And it'll all be because of, not in spite of, his neurological differences.

His story was told in my 2014 book, Life, Animated, and now in a movie of the same name nominated this year for Best Feature Documentary. Just shy of 3, Owen was diagnosed with regressive autism and lost all speech. Once we realized, at age 6, that he had silently memorized dozens of Disney animated movies, we began to communicate with him in Disney dialogue. Throw him a line, he'd throw you back the next one. As a family, we began playing animated characters in scene after scene, and attaching them to actual life. Over several years he got his speech back. He mostly learned to read by reading credits. His joyfulness grew and he emerged as an autistic teenager with gifts that helped him manage his challenges, and an ability to meaningfully process the onrushing world in his own, unique way.

The book and now the movie have helped integrate and accelerate what was already underway: a rethinking of the role of these so-called "restricted interests" -- long viewed as non-productive obsessions -- in the lives of people with ASD. The consensus now is they are more pathways than prisons, especially when parents or therapists can enter the world of a child's passion, sharing it with them, or people with ASD can connect over a common interest. We called them affinities in our household and book. The term, connoting inclination, expertise and choice, has caught on in research and in the public mind.

There's been surprisingly scant research conducted on autism's powerful affinities over the decades. That's what we, at The Affinity Project/Sidekicks and Autism Speaks, are starting to correct today . . . with your help. This is the first time a comprehensive survey has been attempted to map affinities within the ASD community. The survey, meant for anyone in the autism community and available here, polls all aspects of affinities, from the popularity of specific interests to the experiences of parents and teachers using them to engage kids with autism. Our hope is that the results will increase understanding and awareness of those with autism, and help us develop new solutions that harness strong interests and the intrinsic motivation they tap. Fill out the form and submit it. In doing so, you'll be driving much-needed research for everyone with ASD. We'll publish a white paper in few weeks with the results. Then, we and Autism Speaks will construct online community forums where folks with powerful shared interests can gather and show their affinity might -- in the ingenious ways our special community uses these passions as map, mirror and code-breaker, to understand their feelings, their place in the world, and forge connection with others.

On the movie screen, forty feet tall, Owen seems like one in a million. We believe he is one among millions, whose powerful interests are as varied as stars in the sky, and whose potential remains largely untapped. Let's tap it together.
Watch the trailer for "Life Animated" below.

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Why this man with autism is being honored at the Oscars

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The post below is by Ron Suskind, a Pulitzer-winning journalist, author and one of the subjects of Oscar-nominated documentary "Life Animated." In collaboration with Ron's organization, The Affinity Project/Sidekicks, Autism Speaks is conducting the first comprehensive national survey on special interests in individuals with autism.

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Assistive technology is used to support and enhance communication for people with autism. Autism Speaks has the latest information and resources.

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One of the most vulnerable student populations is the autistic. Misunderstood and often socially awkward, they are subject to bullying and isolation. You may have students on the autism spectrum in your classroom who are struggling to communicate and interact with their peers.

Autism EDU is a collection of innovative educational tools to introduce autism in the classroom and help you create an inclusive environment where everyone feels welcome and valued. These tools were developed to capture and engage students' attention, ignite their curiosities and inspire discussions. The focus is on 'abilities' instead of 'disabilities' and 'similarities' over 'differences' for better understanding and connection.

SUBJECTS: Language Arts, Literacy in Social Issues
THEMES: Bullying, Understanding Autism and Aspergers Syndrome, Friendship

This Autism EDU module's cornerstone is a story about a boy who is different. The reader sees inside his imagination where he is the superhero leader of the Mighty League of crime fighters. Contrast it with the real view of his school day where he encounters a bully on the school playground. Readers discover through the hero's journal entries that he has Aspergers Syndrome and what it means to be someone on the autism spectrum. This award-winning tale is based on a true story.

SUBJECTS: Language Arts, Literacy in Social Issues
THEMES: Social and Emotional Learning, Self and Peer Acceptance, Understanding Autism and Aspergers Syndrome

The Mighty League series continues and, in this Autism EDU module, the superhero turns starship captain embarking on a journey to an alien planet (a brand new school). It's an overwhelming, fear-of-the-unknown experience for any child, but amplified when you are on the autism spectrum. The story teaches lessons on Aspergers Syndrome, autism, acceptance, self-confidence, and trust. It is also based on a true story.

SUBJECTS: Speaking and Listening, Language Arts, Writing
THEMES: Understanding Autism, People with Autism, Communication

Bluebee TeeVee Autism Information Station is a webisode series that teaches kids all about autism in a friendly, age-appropriate and respectful manner with humor and pop culture references thrown in for fun. This Autism EDU module is an innovative series that helps children see past differences, learn acceptance and understanding, and discover that we're all pretty much the same at heart. Each webisode comes with a comprehensive parent/teacher guide with show notes, additional resources, and classroom activities.

We want to acknowledge our incredible team of autistic contributors: James Sullivan, Lydia Wayman, Megan Amodeo, and Jonathan Murphy. Our clinical partners, collaborators and advisors include:

Common Core Curriculum Development by Cyndie Sebourn, Sascyn Publishing

Jayne Clare, Former Special Education Teacher, Co-Founder Teachers With Apps

Curriculum Development by Mosswood Connections

Tech Companions by Bluebee Pals

Clinical Consultants, Quality Services for the Autism Community (QSAC)

Friendship Kit Content by Lisa Smith, Quirks and Chaos

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Autism EDU - Awareness Acceptance Educational Tools

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One of the most vulnerable student populations is the autistic. Misunderstood and often socially awkward, they are subject to bullying and isolation. You may have students on the autism spectrum in your classroom who are struggling to communicate and interact with their peers.

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Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation's capital, and receives major funding from the American Federation of Teachers and National Education Association.

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As a private tutor, I often work with autistic spectrum children in English. Many of them 'don't get' English. They might struggle to understand what they're supposed to do for homework and can become so frustrated they give up. Though they may not be dyslexic, they might not read.

If this sounds like your child, here are some easy tips based on what's worked for me. For severe cases, get help using links from The National Autistic Society Website.
Build Confidence
Focus on strengths, not weaknesses. Confidence is precious. Don't damage it by getting worked up about literacy when your child may have astonishing - even scary - talents in other directions. Mainstream education is one-size fits all, and sometimes, it doesn't.
Feed Their Passion
Find out what your child's passion is and help them grow it. Help them start a research project, blog or show them how to create an iBook for the iPad using iBooks Author. These are fantastic real-life skills. Let them read and write about something they're passionate about. Blogs are great because they let you add images, videos, links and other whizzy bits as skill permits. This often appeals to the desire to collect and catalogue information. Perhaps you could do a research project with your child? Wordpress and Blogger are easy to use and both are free. If you have an iPad, you could make a book on iBooks author. Bookry widgets let you add in games and puzzles for free.
What to Read
Autistic kids love facts, and can develop amazing levels of knowledge. Try encyclopaedias, factual magazines like How it Works Magazine, BBC History Magazine or National Geographic. Wikipedia can be a good resource, though it's often tricky to understand, and dare I say, not always totally accurate. Some maths or physics-focussed students enjoy Sherlock Holmes as the short stories are puzzles that grab their interest. There is a great BBC audiobook series of this starring Clive Merrison and Michael Williams. Any audiobook can be a great way into literature, but literature can annoy autistic students because it's not true, and too ambiguous for their taste.
Extra Time in Exams
Rule out dyslexia and dyspraxia. Is there a mechanical issue with writing, with spelling or with short term memory? If so, your child could be entitled to extra time in exams. They may also be given extra support for autism depending on the diagnosis.
Get SMART Targets from Class Teachers
Ask teachers if they can supply three specific (SMART) targets for each piece of assessed work, so your child is confident they know exactly what's expected. This can be a particular issue for all students in English, which is naturally somewhat vague, but it's a lot more of a problem for autistic kids. You could even ask your child's teacher for examples of good work in English so you and your child can see what good work should look like. Get examples of great essays on my site, here. Explore all resources here.
Can't Write or Won't Write?
For autistic kids, creative writing can be a trial, but it can be fun if you explore it together. Grab 25 Awesome Ideas for Creative Writing here. Talk to them about their ideas, asking clean questions like: 'what then?' and 'why?' Your child may struggle with character feelings, so choose an action-based story instead, or one where they explore history, space, science or technology with a simple plot.
Books for Autistic Kids
You might like to read Mark Haddon's excellent book The Curious Incident of the Dog in the Night-Time, with an autistic main character. If you feel it's suitable, maybe your child would too. Other autistic spectrum students I've worked with really loved this book. It's incredibly tense and very moving with great insights into how it feels to be autistic.
Books to Read Together
However old your child, consider reading a story to them. For children who don't like to read, this can be a lovely way to spend time together and give them a warm fuzzy feeling about reading. For girls up to age twelve, Pippi Longstocking is a sweet, anarchic book (and not too long). As they get older, they may enjoy The Hunger Games or anything by Jacqueline Wilson. For younger boys, try Anthony Horowitz's Alex Ryder series, moving on to Fleming's James Bond novels as they get older. Get more ideas for books to read here.
Melanie Kendry is an outstanding Oxford Graduate private tutor in English. Contact her at englishtutorhome@hotmail.co.uk Get more free resources, including A* model essays to help students in English from age 11-18, in 11+, Common Entrance, GCSE, IGCSE, A-Level and IB at her site ATeacherWrites.com

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As a private tutor, I often work with autistic spectrum children in English. Many of them 'don't get' English. They might struggle to understand what they're supposed to do for homework and can become so frustrated they give up. Though they may not be dyslexic, they might not read.

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Correction: This article has been modified from the original. The previous version incorrectly attributed the statement about standard tools underestimating the communication skills of bilingual children with autism to Kruti Acharya.
Oscar, 6, sits at the family dinner table and endures the loneliest hour of his day. The room bustles with activity: Oscar's sister passes plates and doles out broccoli florets. His father and uncle exchange playful banter. Oscar's mother emerges from the kitchen carrying a platter of carved meat; a cousin pulls up an empty chair.

"Chi fan le!" shouts Oscar's older sister, in Mandarin Chinese. Time for dinner!

"Hao," her grandfather responds from the other room. Ok ay.

Family members tell stories and rehash the day, all in animated Chinese. But when they turn to Oscar, who has autism, they speak in English.

"Eat rice," Oscar's father says. "Sit nice."

Except there is no rice on the table. In Chinese, 'eat rice' can refer to any meal, but its meaning is lost in translation.

Pediatricians, educators and speech therapists have long advised multilingual families to speak one language - the predominant one where they live - to children with autism or other developmental delays. The reasoning is simple: These children often struggle to learn language, so they're better off focusing on a single one.

However, there are no data to support this notion. In fact, a handful of studies show that children with autism can learn two languages as well as they learn one, and might even thrive in multilingual environments.

Lost in translation:

It's not just children with autism who miss out when parents speak only English at home - their families, too, may experience frustrating miscommunications. Important instructions, offhand remarks and words of affection are often lost in translation when families swap their heritage language for English, says Betty Yu, associate professor of special education and communicative disorders at San Francisco State University.

Yu, who is fluent in both English and Chinese, detailed Oscar's experience in the Journal of Autism and Developmental Disorders earlier this year. (The details of dinner and other interactions from Oscar's everyday life described in this article are from Yu's case report.) The report hits home for researchers who study bilingual families of children with autism.

"One mother said to me, 'Italian is the language of my heart and my home.' She was obviously very sad that she couldn't share that aspect of her identity with her daughter," says Sue Fletcher-Watson, chancellor's fellow in developmental psychology at the University of Edinburgh in the United Kingdom.

The advice to stick with a language that the family doesn't speak well only intensifies the alienation experienced by these children, Fletcher-Watson and others say. "You're taking a child who is already socially isolated and you're making them even more isolated," she says.

The kids are all right:

The science - what little exists - in fact suggests that these children should embrace multilingualism.

"There are few studies on bilingualism in children with developmental disorders, and even fewer with appropriate control groups," says Napoleon Katsos, lecturer in linguistics at the University of Cambridge in the United Kingdom.

In typical children, learning a second or third language hones critical thinking and executive function - a set of skills that includes attention, self-control and mental flexibility. It also gives them an edge in reading and writing.

Children with developmental delays might reap those same benefits. Bilingual children with autism have language skills on par with monolingual childrenwith the condition, and they acquire social and cognitive skills at the same rate. But these children are twice as likely as monolingual children with autism to use gestures such as pointing when they communicate, according to a 2012 study. This finding suggests that they have a strong command of joint attention and are adept at nonverbal communication.

The standard tools for evaluating a child's social and communication skills are in English, and may underestimate the skills of bilingual children with autism, says Sandra Vanegas, a postdoctoral researcher in Kruti Acharya's lab at the University of Illinois at Chicago.

At the 2016 International Meeting for Autism Research in Baltimore, Vanegas presented preliminary results showing that a picture book a child narrates in his native language can more accurately assess his communication skills.

This approach could be particularly useful for autism clinicians in Europe, where dozens of languages are spoken, says Fletcher-Watson.

"There are some good reasons to be optimistic about the potential benefits of bilingualism," Fletcher-Watson says. "There's a big overlap between the areas that we think are helped by bilingual exposure and the areas where children with autism struggle."

Things left unsaid:

Oscar, now 7, was born in California a few years after his family emigrated from China. At the time, the other members of his household, like more than 24 million other children and adults in the United States, spoke little English at home.

But when Oscar was diagnosed with autism at age 2, pediatricians, speech therapists, neighbors and friends all advised his family to pick a single language to communicate with him. And that language, they all agreed, should be English.

English is the ticket to success in school, Oscar's teachers said. A prerequisite to participating in state-funded therapies, his therapists said. The predominant language of Oscar's suburban neighborhood and of the children who play there, his neighbors said.

By the time Oscar turned 3, his family had committed to interacting with him only in English. Yet they sometimes seemed to be at a loss when trying to communicate with him. "There were things that the family didn't know how to say very smoothly or at all in English, so they had to talk around the issue or just drop it," Yu says.

The better scenario would have been to speak to Oscar in Chinese and let him learn English from the outside world, says Johanne Paradis, professor of linguistics at the University of Alberta in Canada. Retaining strong cultural and family ties will only help parents connect with their children later on, she says.

"It's easy to say when a child is diagnosed with autism at age 3 that the family should switch to English at home," Paradis says. "But when that child is 12, they're going to have more complex ideas to express and the parent won't be able to talk with them freely."

After dinner, Oscar and his grandfather are seated a couple of feet apart on the living room floor, playing with a train set. But they might as well be separated by 2 miles, for all that they can say to each other.

It's 8 o'clock - time to decide which family member will sleep in Oscar's room and make sure he is safe.

The grandfather leans in and shakes Oscar's hands, waiting for the boy to look up. "Oscar, with who sleep?" he asks.

Oscar pauses; glances down at the trains. "Oscar sleep," the boy echoes, as he does when he struggles to understand.

The grandfather tries again. "You want with who sleep?"
This article is reproduced with permission from spectrumnews.org. The article was first published on July 25, 2016.
"With Daddy," Oscar says, finally.

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For Children with Autism, Multiple Languages May Be a Boon

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Correction : This article has been modified from the original. The previous version incorrectly attributed the statement about standard tools underestimating the communication skills of bilingual children with autism to Kruti Acharya. Oscar, 6, sits at the family dinner table and endures the loneliest hour of his day.

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Let me start with a spoiler, in a good way.

I want to stand up on my little SLP soapbox and say first and foremost:

Using two or more languages with a child with autism spectrum disorder (ASD) will not:

1. Make it harder for them to learn one language or

2. Cause them to have "worse" language than monolingual (one-language) children with ASD

In fact, it may provide some benefits to their language and social development!

Ok, so now that we have that up front, I will say this: Learning a language is an astounding feat. Learning two seems twice as hard, especially for kids who may be struggling with one language already. I have had many families report that their well-meaning medical providers told them that they should only talk to their child with autism in one language, usually English.

I can see the logic behind this: kids with autism are more rigid and thrive with clear rules and boundaries. Kids with autism may already have difficulties with language and flexibility of thought. Wouldn't two languages make all of these challenges more complicated?

However, I want to respectfully challenge that logic! When we look at research studies about bilingual children with autism, the evidence is clear:

1. Being exposed to two languages does no harm:
a. In 2011, researchers Hambly and Fombonne found that bilingual children with ASD did not experience additional delays in language compared to monolingual children with ASD.
b. Valicenti-McDermott and their team found that there were no differences in cognitive functioning, language skills, or symptoms of autism comparing monolingual and bilingual children with autism.
c. Most recently Reetzke, Zou, Sheng and Katsos found that bilingual children with ASD didn't score any differently than monolingual children with ASD on measures of language or social functioning.
d. Finally, Peterson, Marinova-Todd and Mirenda found that bilingual children with ASD didn't have significant differences in understanding or speaking between their two languages, indicating that children with ASD can successfully become bilingual.

2. Being exposed to multiple languages may have benefit:
a. Hambly and Fombonne discovered that children exposed to two languages since birth scored higher on social interaction measures than children who were exposed to first one language, then another.
b. Valicenti-McDermott's team concluded that compared to monolingual children with ASD, bilingual children were more likely to vocalize and use gestures.

Another added benefit is that language builds relationships. So, if a child is excluded from the language used most frequently at home, it can mean it is more difficult to build meaningful relationships with members of their family, community and culture. This might exacerbate feelings of being "different" or left out that the child may already be facing because of their diagnosis.

So, my advice to parents is always: use the language you are most fluent in with your child. If you grew up speaking Spanish, so can your child. If your native language is Somali, use that with your little one. If you can speak fluent Amharic, model that for your children.

For other members of the child's team, including teachers, medical professionals and speech therapists:

1. Practice culturally sensitive care.

2. Don't discourage families from using their native language with the child. Do encourage all of the same good language techniques that you recommend for monolingual families (e.g. reading and interacting with your child, playing language-rich games, expanding the child's language by modeling slightly more advanced language than what they are using. If they are using one word, you use two. If they are using two, use 3-4 to say the same thing).

3. Address the child in a language you are fluent in to provide good language models. Use an interpreter if necessary for both the parent and child!

References:
Hambly and Fombonne, 2011: http://www.ncbi.nlm.nih.gov/pubmed/21938563
Valicenti-McDermott, 2013: http://www.ncbi.nlm.nih.gov/pubmed/22859698
Reetzke, 2015: http://www.ncbi.nlm.nih.gov/pubmed/25679338
Peterson 2012: http://www.ncbi.nlm.nih.gov/pubmed/21947709
Other blogs on the subject:
http://blog.bilingualtherapies.com/archived-posts/bilingualism-and-autism-spectrum-disorders/
https://2languages2worlds.wordpress.com/2013/04/29/bilingualism-and-autism/

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Autism and Bilingual Children - The Autism Blog

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Let me start with a spoiler, in a good way. I want to stand up on my little SLP soapbox and say first and foremost: Using two or more languages with a child with autism spectrum disorder (ASD) will not: Make it harder for them to learn one language or Cause them to have "worse" language than monolingual (one-language) children with ASD In fact, it may provide some benefits to their language and social development!

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English Language Learners and Students with Autism
Though English Language Learners and students with autism may seem worlds apart in the classroom, their needs often overlap. Some of the most common and successful strategies used in inclusive classrooms work interchangeably between the two needs.
Vaughn, S. R., Bos, C. S., & Schumm, J. S. (2011).
Teaching students who are exceptional, diverse, and at risk in the general classroom (5th ed.) Pearson.

I used multiple sections of this textbook. Chapter nine (Teaching Students with Autism Spectrum Disorders/Pervasive Development Disorders) covered what Autism means and useful tips for teachers responsible for students with Autism, or similar PDDs. Chapter seven (Teaching Students with Communication Disorders) includes information about ELL students and how they can find success in an inclusive classroom.
What are the struggles of an ELL student?
ELLs struggle to understand language and culture of the classroom, because it is often very different from what they know. Therefore the students often have a hard time understanding:
The expectations of the class, project, or assignment
The directions for an assignment
The classroom schedule for the day, or even normal routine
Pictures
Content
Background knowledge allowing the child to relate to the assignment, book, or discussion
Social language or informal English
Academic language or formal English
Students will often struggle relating to other students and peers. ELL students tend to congregate with one another, or isolate themselves. Eating different food and dressing differently may seem like a minor difference between students, yet to ELLs and their peers it can be a barrier.
ELL students will often have limited resources at home. Diverse areas with ELL students often coincide with low-income communities. Parents immigrating to the US may lack financial resources. Additionally, because of language and cultural gaps, parents may not be able to provide the academic support needed at home.
ELL students often face feeling "dumb" or being labeled as so. Their academic abilities are influenced by their inability to understand the language used to administer the assignment or test. As a result, the students will produce a grade that is not truly reflective of their ability.

What is an ELL Student?
Students for whom English is a second language.
* The ELL population is diverse. An ELL can be:
A student who has just moved to America from a country that does not primarily speak English
A student who was born in the US, but has only spoken the parents native tongue until they entered an American school
A student with parents who do not speak English, but the student does. However, the student lacks the background knowledge from English-proficiency/cultural gap to be successful in school
Many students in the US immigrate to the US, and are unfamiliar with the English language. Places they may come from:
Central and South America
Asian and Pacific Island countries
Eastern European countries
ELL students can be found across the country, in fact, in Somersworth there is variety of ELL students. These students come from all over the globe. Backgrounds seen in Idlehurst:
Indonesia and India (primarily seen)
China
Pakistan
Africa
Bangladesh
Iraq
The Dominican Republic
Ecuador
Mexico
Laos
Sources
Some similarities concerning the appearances and needs of ELLs and students with autism
Difficulties interacting and relating to peers:
As a result, the student will often be alienated within the classroom, and especially outside of the classroom.
Trouble understanding language used within the classroom, leading to difficulties comprehending:
Directions
Literacy used in the classroom
connections to the outside world, other class material, or the student's personal life
Students struggle to keep up with the pace of the general classroom. Just as other students are finishing the assignment or task, the student is just understanding the responsibility.
What is Autism?
A developmental disability characterized by extreme withdrawal and communication difficulties.
It is a pervasive development disorder (PDD)
Typically appears in the first 3 years of life.
Varied range in ability. Some can function independently, while others cannot.
Diagnosis:
1. Six or more of any combination of the following:
A. Impairments in social interactions (e.g., poor eye contact, lack of responsiveness, inability to establish relationships)
B. Impairments in communication (e.g., no formal spoken language, robotic sounding speech with little tone inflection, use of made-up gibberish words, and repeating exactly what has been heard
2. Stereotypical behavior (e.g., body rocking, hand flapping, or fascination with objects or specific parts of objects)
3. Onset before age of 3
Social Interaction is a challenge:
Little or no eye contact
Autistic leading
Unawareness of social situations
Communication:
Little to no verbal communication
Repetitive echolalic or robotic speech
Stereotypes:
Inflexible routines
struggle with change
Major repetitions (finger flapping, body rocking)
Cognition:
May have some mental retardation
Rigid thinking
May have savant characteristics.

What are the struggles for a student with autism?
Students with autism have a hard time interacting socially with others, especially peers.
For some they struggle to initiate appropriate interaction.
Others will constantly interact with peers, at inappropriate times or with inappropriate context.
They struggle to focus. The lack of focus is often mistaken as rude or impolite behavior. As a result peers become frustrated with the student, affecting friendships. Even adults and professionals can struggle to accept the student's focus level.
Students with autism often cannot deal with change. They have a firm need for routine and planning.

Source 1
Textbook
Teaching Students
Source 5
Website
Six Key Strategies for Teachers of English-Language Learners
Source 6
Website
Teaching Autism in Inclusive Classrooms.
Source 7
Website
What is Autism? What Causes Autism?
Source 4
Observation
Idlehurst ELL classrooms
Source 3
Interview
Jolene Francoeur
Source 2
Interview
Gail Viarengo
Who makes up the support team for students with autism?
General education teacher
Special education specialist
The student's liaison
Adjustment counselors
Speech therapists
Occupational therapists

Who makes up the support team for ELL students?
General education teacher
ELL specialist
Parents
Administration
Health Care Personnel
Extended Family
Pastors
Lawyers
ELL students and students with autism require a team effort. Each member plays an important role in the success of the student. While each member is valued individually, the group needs to wok as a team. Members of the team are constantly in contact with one another figuring how they can meet the needs of the student.
Strategy in the inclusive classroom for ELL students: Presentation in Advanced
Introduce new activities and assignments in advanced to the student. Going over essential academic vocabulary, will allow the student to have a stronger understanding of the terminology. This understanding gives the student a chance to focus his/her attention on other elements of the directions or lesson.
Strategy in the inclusive classroom for ELL students: Using Peers
After explaining a direction have a student summarize or highlight key concepts to the ELL.
Peer-to-peer interaction has many benefits for ELLs:
Learn content through another students perspective
ELL can practice speaking /listening/using academic vocabulary
ELL interaction with a peer builds social skills
Strategy in the inclusive classroom for students with Autism: Routine
Have a consistent routine for the classroom. Display this schedule for the student:
On their desk
On the whiteboard for entire class
Anchor chart for entire class
Have a firm classroom system:
Ways to ask for help
Bathroom breaks
Filing of assignments
This system of organization helps lower the student's anxiety. Without a focus on stressors, the student is able to give more attention to the lesson.
Students with autism appreciate knowing what to expect. Following a routine and system within the classroom puts the student at ease.
The Overlap
Strategy in the inclusive classroom for ELL students: Meta Cognition and Frequent Assessment
Teach and encourage meta cognition processes
Pre-writing skills
Pre-reading skills
Word analysis
Methods to monitor reading comprehension
Introduce and model ways to iterate thinking verbally and through writing
Check for understanding. This can be done through:
Guided reading
Completing chapter pre-reading guides
Reciprocal teaching
Directed Reading Thinking Activity (DRTA)
Anticipation guides
Think-alouds
K-W-L
Learning logs or journals
Quick-writes
Strategy in the inclusive classroom for ELL students: Developing Language and Vocabulary
Introduce new concepts with essential academic vocabulary.
When explaining academic vocabulary use detail and examples:
synonyms
Pictures
Relate to experiences
Reinforce students knowledge of academic vocabulary. This can be done through:
Word analysis (dissection of word)
Vocabulary journals
A-B-C books
Word walls
Interactive editing

Strategy in the inclusive classroom for ELL students: Building Background Knowledge
Before presenting a unit never assume what pre-existing is understood for the ELL.
For example, when introducing the Revolutionary War an ELL student may have no idea who George Washington is.
Be sure to work with the ELL student to set the scene for the unit, this may even be an opportunity to sneak in academic language for the unit.
Strategy in the inclusive classroom for ELL students: Preparation for the ELL
ELL students will often feel unprepared. For many, they might be hearing vocabulary or concepts for the first-time. However, they do not want to be embarrassed in front of their peers.
Giving the ELL schedule for the day or week can make a world of difference. This allows the students some more time to mentally prepare
for the lesson.
Interview with Jolene Francoeur on 10/1/13

Jolene Francoeur is the ELL specialist at the Idlehurst Elementary School in Somersworth NH. I was able to sit with her in person on Tuesday, October 2nd, 2013. She explained her role in the Idlehurst school and Somersworth community. She prefaced what type of strategies I might see in action following the interview.
Observation at Idlehurst Elementary on 10/1/13

Following my interview with Jolene Francoeur I followed her to two classrooms. My first observation was in a second grade classroom with five ELL students, but focused specifically on two lower level boys. During my time, there was a focus lesson on reading strategies. The boys then read to us practicing the strategies. The next classroom was a Kindergarten classroom with 5 ELL students. Mrs. Francoeur worked with these students to identify different words through toys. The toys were then sorted by sounds.
Teaching Autism in Inclusive Classrooms. (January 3,
2013). Retrieved 9/25, 2013, from http://www.child-autism-parent-cafe.com/autism-students-in-inclusive-classrooms.html

This website describes some of the struggles students with autism face everyday. Knowing the challenges of autism, the site describes six strategies that can be used by teachers in inclusive classrooms.
Alliance for Excellent Education. (December, 2005). Six Key
Strategies for Teachers of English-Language Learners. Retrieved 09/25, 2013, from http://all4ed.org/reports-factsheets/six-key-strategies-for-teachers-of-english-language-learners/

This website was a great resource for my project, but also teachers with ELL students in their classroom. The cite discussed 6 different general strategies that could be used to improve learning. It also included what those strategies might look like.
Interview with Gail Viarengo on 9/29/13

Gail Viarengo is a specialist in the Westford school system. She works with a variety of disabled students at the Stonybrook Middle School. I initially contacted her through email about her work with autistic students. She told me that she was currently working with both ELLs and students with autism. She was able to explain what autism usually looks like. She also explained how she has seen inclusive strategies between ELL and students with autism overlap.
Medical News Today. (August, 2013). What is autism?
what causes autism?. Retrieved 9/25, 2013, from http://www.medicalnewstoday.com/info/autism/

This website identifies what autism looks like. It included examples of what parents and educators should look for when identifying autism. The site also mentioned possible causes and myths about autism.
Strategy in the inclusive classroom for students with Autism: Working with a Peer
Modeling is a strong way for a student with autism to visualize the assignment. When modeling is done by a peer it is even more meaningful.
The instructor can select a group of tolerant and strong students to be a peer buddy. The teacher may even choose to educate the selected group about autism or the challenges this student faces.
The instructor will use these peers to work with the student throughout the year.
The selected students should frequently cycle out, to avoid burning out. The selected students should also be encouraged to discuss any problems or concerns they have with the teacher.
Working with a peer buddy will allow the class to become a more accepting unit, and allow students with autism to practice academic social skills.
Raelyn Carlyle
EDUC 751/851
Appetizer
ELLs and students with autism are more similar than most would think. Both groups have a hard time relating to the regular classroom because of cultural, emotional, or cognitive barriers. ELLs and students with autism both significantly struggle with language. The language gap and misunderstandings has a huge impact on the student's overall performance.
Inclusive strategies that work for both ELLs and students with autism:
Modeling through the teacher and peers
Providing routine and scheduling outlines in advanced
Introducing new subject material and vocab privately in advanced to reduce anxiety
Reinforce thoughts and new vocabulary through writing and
speaking activities
Its a group effort...
Strategy in the inclusive classroom for students with Autism: Watch for Sensory and Emotional Overload
Teachers and instructors should be very aware of the student's emotions and sensory intake. Students with autism can be quickly and easily overloaded.
When overloaded the student may:
Rock body back and forth (repetitive behavior)
Cover ears
Squeeze body part
The teacher should try to address the student's anxiety before it becomes to extreme. However, onset can be sudden in some cases.
When the student is having a sensory or emotional overload the teacher should have a suggested place the student can go or something they can do to calm down:
Stress ball
Take a walk
The teacher is then able to continue instruction with the rest of the class.

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English Language Learners and Students with Autism

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English Language Learners and Students with Autism Though English Language Learners and students with autism may seem worlds apart in the classroom, their needs often overlap. Some of the most common and successful strategies used in inclusive classrooms work interchangeably between the two needs.Vaughn, S. R., Bos, C. S., & Schumm, J.

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English Language Learners on the Autism Spectrum: Identifying Gaps in Learnin

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- Inspire
- Imagine
- Brainstorm
-  Design
- Investigate
- Create
- Share
- Evaluate

:)

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Piaget estudou o desenvolvimento cognitivo, e centrou-se no estudo mais aprofundado, do desenvolvimento das crianças, este defende que o sujeito é um elemento activo no processo de aprendizagem, que o sujeito constrói os seus conhecimentos pelas suas próprias acções, assim sendo, Piaget distinguiu este desenvolvimento em quatro estádios, que correspondiam a diferentes formas que as crianças tinham de ver, compreender e agir.

No entanto os estudos de Piaget podem estar limitados, pois existem crianças que podem nascer afectadas no seu desenvolvimento cognitivo ou da linguagem, e na interacção social, chamados de autistas. Esta doença foi ganhando alguma dimensão, e descobriu-se ainda que nem sempre tem de estar associada ao desenvolvimento cognitivo,e segundo comportamentos de pessoas como Mozart, Albert Einstein, Bill Gates, Isaac Newton, Van Gogh, entre outros, há quem acredite que estes poderiam sofrer de síndrome de Asperger, é uma síndrome que faz parte do espectro autista, que os afectava nas relações com os outros e não em relação ao seu desenvolvimento a nível intelectual, o que até não deixa de ter a sua graça, quando pensamos nestes e sabemos que a nível do trabalho que desenvolveram foram dos melhores.

Em conclusão, Piaget desenvolveu as suas teorias sobre os estádios do desenvolvimento intelectual, mas a questão incide sobre a realidade desses estádios, e se pode corresponder à realidade deste mundo em que vivem os autistas, e que na minha opinião nem todos têm necessariamente o mesmo desenvolvimento intelectual, e dividir este desenvolvimento em quatro estádios será limitar muito a inteligência.

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Piaget estudou o desenvolvimento cognitivo, e centrou-se no estudo mais aprofundado, do desenvolvimento das crianças, este defende que o sujeito é um elemento activo no processo de aprendizagem, que o sujeito constrói os seus conhecimentos pelas suas próprias acções, assim sendo, Piaget distinguiu este desenvolvimento em quatro estádios, que correspondiam a diferentes formas que as crianças tinham de ver, compreender e agir.

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Patricia Lorena Gonçalves

Souza, Maria Thereza Costa Coelho de (Presidente)
Domingues, Simone Ferreira da Silva
Lerner, Rogerio

A teoria da mente de crianças com autismo na ótica piagetiana

Palavras-chave em português

Autismo
Desenvolvimento cognitivo
Representação mental
Teoria da mente

O presente trabalho pretendeu discutir teoricamente e ilustrar com alguns casos clínicos as dificuldades de atribuição de estados mentais de crianças com autismo, estabelecendo uma articulação entre alguns conceitos da epistemologia genética piagetiana, tais como representação e egocentrismo e do constructo da teoria da mente. A teoria da mente tem sido denominada, pelos seus estudiosos, como a capacidade de atribuir estados mentais (crenças, desejos, intensões e emoções) a si e aos outros, no intuito de explicar, interpretar e predizer comportamentos e tem alcançado destaque com o passar dos anos, em relação às pesquisas sobre autismo no cenário internacional. No entanto, algumas divergências entre seus autores resultam em diferentes maneiras de mensurar esta capacidade. Leslie (1987,1988) considera que a teoria da mente já esteja presente nas brincadeiras de faz de conta infantil e no emprego dos termos mentais utilizados por crianças de dois anos de idade. Diferentemente, Perner (1991) advoga que a teoria da mente só é evidente quando a criança tem a capacidade de reconhecer que a mente é um sistema de representações, por volta de quatro a seis anos de idade. Por isso, para este último autor, somente a partir da resolução das tarefas de crença falsa é que se poderia afirmar que a criança apresenta a teoria da mente, pois, assim, significa que esta diferencie entre o subjetivo e o mundo físico. A representação mental e a construção interna do mundo real, feita pela criança, foram assuntos amplamente estudados por Jean Piaget. Piaget (1947) afirma que a criança alcança um nível de representação mental que lhe habilite a diferenciar entre o que é subjetivo do que é objetivo quando supera o egocentrismo, pois enquanto pensar que todos pensam como ela, não encontrará motivos para se conformar às verdades comuns, além de não se interessar pela busca de comprovações lógicas sobre aquilo que afirma. O pensamento egocêntrico, na epistemologia genética piagetiana, é um estágio primitivo do pensamento lógico marcado por três características: predomínio da imagem sobre o conceito, certa inconsciência do pensamento e ausência de lógica. Ancorada na epistemologia genética piagetiana e com base na realização de estudos de casos de duas crianças com autismo e uma criança com desenvolvimento neurotípico, a presente investigação concluiu que os referidos autores da teoria da mente discorrem sobre diferentes estágios desta capacidade. Além disso, por meio de entrevista clínica segundo Piaget, da análise do emprego dos termos mentais e da análise das justificativas de seus participantes em relação à tarefa de crença falsa de Sally e Ann, este estudo depreendeu que a capacidade de atribuir estados mentais ao outro requer o início da superação do egocentrismo, descrito por Piaget. Por isso, crianças com autismo, apesar de poderem empregar termos mentais em seus discursos, geralmente, têm dificuldades de diferenciar entre o subjetivo e o mundo real, apresentando tendência à representação imagética em detrimento da representação conceitual, desinteresse em comprovar o que afirmam e dificuldades em diferenciar o próprio ponto de vista do ponto de vista de outrem

Not informed by the author

Autism
Cognitive development
Mental representation
Theory of mind

This research intended to discuss theoretically and illustrate with some clinical cases the assignment difficulties of mental states of children with autism, establishing a link between the concepts of mental representation and egocentrism in Piaget's genetic epistemology and the theory of mind. The Theory of mind has been defined by their researchers as the ability to attribute mental states (beliefs, desires, intentions and emotions) to onself and others, in order to explain, interpret and predict behaviors and it has achieved prominence with over the years, in relation to autism research in the international scene. However, some differences between their authors resulted in different ways to measure this capacity. Leslie (1987,1988) considers that the Theory of mind is already present in child's pretend play and employment of mental expressions used by children of two years. In contrast, Perner (1991) argues that the Theory of mind is only evident when the child has the ability to recognize that the mind is a system of representations about four to six years old. So, it is only after the resolution of the false-belief tasks that one could say that the child has a theory of mind, meaning that he distinguishes between the subjective and the physical world. The mental representation and the internal construction of the real world made by children were subjects extensively studied by Jean Piaget. Piaget (1947) argues that children reach a level of mental representation when they are able to differentiate between what is subjective and what is objective and when they overcome the egocentrism. While they think that everyone thinks like them, they don't find reasons to conform to common truths, and they won't be interested in seeking logical evidence about what they say. For Piaget, the egocentric thought is a primitive stage of logical thinking marked by three characteristics: predominance of the image of the concept, some unconscious thought and lack of logic. Based on Piaget's genetic epistemology and based on two studies case of one children with autism and one with neurotypical child development, this research concluded that these authors of the Theory of mind discourse on different stages of this capacity. Furthermore, through clinical interview, the employment of mental expressions and the analysis of the justifications of the participants in relation to the false belief task of Sally and Ann, this study concluded that the ability to attribute mental states to others requires the early overcoming of egocentrism, as described by Piaget. Therefore, children with autism, although they may employ mental expression in their speeches, they usually have difficulties to differentiate between the subjective and the real world, with a tendency to image representation at the expense of conceptual representation, unwillingness to prove what they say and difficulties in differentiate their own point of view from the other ones

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Este trabalho é somente para uso privado de atividades de pesquisa e ensino. Não é autorizada sua reprodução para quaisquer fins lucrativos. Esta reserva de direitos abrange a todos os dados do documento bem como seu conteúdo. Na utilização ou citação de partes do documento é obrigatório mencionar nome da pessoa autora do trabalho.

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A teoria da mente de crianças com autismo na ótica piagetiana

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Patricia Lorena Gonçalves Souza, Maria Thereza Costa Coelho de (Presidente) Domingues, Simone Ferreira da Silva Lerner, Rogerio A teoria da mente de crianças com autismo na ótica piagetiana Palavras-chave em português Autismo Desenvolvimento cognitivo Representação mental Teoria da mente O presente trabalho pretendeu discutir teoricamente e ilustrar com alguns casos clínicos as dificuldades de atribuição de estados mentais de crianças com autismo, estabelecendo uma articulação entre alguns conceitos da epistemologia genética piagetiana, tais como representação e egocentrismo e do constructo da teoria da mente.

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Tony Attwood's guide will assist parents and professionals with the identification, treatment and care of both children and adults with Asperger's Syndrome. The book provides a description and analysis of the unusual characteristics of the syndrome and practical strategies to reduce those that are most conspicuous or debilitating.

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https://noticias.uol.com.br/saude/ultimas-noticias/redacao/2013/04/02/tablets-tem-transformado-o-modo-das-criancas-autistas-se-comunicarem.htm

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Ao descobrir uma facilidade com o inglês, Rodrigo abriu portas para o conhecimento

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Depois de vencer ceticismo de professores da Educação Básica, Rodrigo Brasil se formou em Letras e hoje faz pós-graduação em Estudos de Tradução

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Neuroscience of Learning/Language Acquisition - Neurociência da Aprendizagem/Aquisição de Segunda Língua

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Neurociência da Aprendizagem - texto em português Last year I traveled all the way to Israel to meet Neuroscience expert Dr. Avi Karni at the University of Haifa. The reason? Quite simple: 1) my wife was going to present at a conference there; and 2) I had heard about Dr. Karni's research on a TED talk...

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criança com autismo; desenvolvimento; língua inglesa.

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A CRIANÇA COM AUTISMO E O APRENDIZADO DA LÍNGUA INGLESA: CAMINHOS QUE SE ENTRELAÇAM | Silveira | Encontro Internacional de Formação de Professores e Fórum Permanente de Inovação Educacional

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A CRIANÇA COM AUTISMO E O APRENDIZADO DA LÍNGUA INGLESA: CAMINHOS QUE SE ENTRELAÇAM

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How to mesure the level of motivation of these students?

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How to mesure the level of motivation of these students?

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* find the tools to mesure

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Uma abordagem para FAMÍLIAS e PROFISSIONAIS de crianças com AUTISMO. Um dos desafios da inclusão é o material utilizado nas escolas. Adaptá-los é fundamental para um aprendizado mais proveitoso. Essa é uma versão online de um curso presencial oferecido no Projeto Amplitude. Um curso de um dia de duração que foi moldado para o formato digital.

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Since launching on March 6, 2007, our goal at TeacherTube has been to provide an online community for sharing instructional and education videos for college students, high school students, middle school students and elementary school students. We seek to fill a need for a more educationally focused, safe venue for teachers, students, schools, and home learners. It is a site to provide anytime, anywhere professional development with teachers teaching teachers. It is also a site where teachers can post videos designed for students to view in order to learn a concept or skill.

On September 1, 2017, TeacherTube.com was acquired by Salem Web Network. Salem's goal is to continue the growth of TeacherTube and support innovative ideas for education.

Most importantly, TeacherTube community members are a major part of the evolution of the site. Members are encouraged to not only upload educationally relevant videos but also to make constructive comments and use the rating system to show appreciation for videos of value to one as an educator or learner. Users also have the ability to preserve the integrity of the site by flagging inappropriate videos. TeacherTube staff review flagged sites and will remove any inappropriate posts. With more collegial commentary and discussion through messaging and responses, the quality of this resource will only increase.

The service is free for everyone. We always encourage our users to Contact Us with thoughts, suggestions, or other feedback. We do have a vision for TeacherTube to truly be a better alternative to other video storage sites. With the community's help, it can become more interactive and engaging for all teachers and learners.

Science videos are one of the key subjects that students are taught in school. Science is present from the early years of grade school up to the highest levels of academic achievement. As students move up the ranks, their study of science tends to get more specialized into one specific field only, like chemistry, biology, or physics. We have educational videos for all of these courses.

TeacherTube.com's section on science educational videos has content of interest to all learning levels. We have topics as varied as educational songs for elementary school students, up to chemical engineering for college students.

Mathematics is one of the fundamental 3Rs of early education. Known as "arithmetic" in those levels, it involves counting and the basic operations of addition, subtraction, multiplication, and division. As kids advance through the grade levels, they progressively deal with more complex mathematical problems. Also, more new concepts get introduced as they progress.

Math is crucial for almost any business career. Accounting, budgeting, and projecting sales all require some level of competence in math. Many resources for these topics can be found here on TeacherTube.

Even everyday situations benefit a lot from math skills. Managing one's finances, for instance, obviously requires math, as with anything involving money. Cooking also involves math: proportions of ingredients, for example, as well as measurements.

TeacherTube.com's section on math education videos covers everything from fractions and measurements to money management. We also cover more complicated subjects such as trigonometry, and well as probability and statistics.

History is a very valuable subject, but not just because it is useful for preventing future wars. The lessons from history can also teach people to build a better future. What people have done right in the past should be continued and improved upon in the present.

The subject of history covers a wide range of timelines and locations. There's ancient history and modern history. There is also Asian history, US history, Latin American history, and European history. Each one is unique, reflecting the cultures of the people involved.

If there's one thing common to all history classes, it's usually names, dates, and places. This is also the part that many kids hate the most. They do not see the point of memorizing so many random facts that appear purposeless. Well, that is the wrong way to teach history.

TeacherTube's history education videos section makes the past come alive with a sterling array of videos and tutorials that cover subjects as varied as our prehistory, ancient history, the civil war, and the study of world civilizations.

The purpose of social studies, based on the US National Council for the Social Studies, is to promote "civic competence" among students. In other words, the subject equips students to become better citizens of a country. This is done by exploring history, geography, current events, and governments, among others. Middle school social studies usually deal with one of each of these fields per grade level.

With this knowledge, students gain the ability to become more socially aware and to be actively involved citizens of their country. Through analyzing current events, students will also learn how to predict the consequences of the things happening around them. With that, they can be good influences on their communities.

It is with this goal in mind that TeacherTube offers a wide variety of learning video materials for both students and enthusiasts.

We have videos on everything from strengthening your knowledge of economics terminology to the nuances of various world cultures.

Language arts, as the name suggests, equips students with a wide range of ways to use language. It comprises both speaking and writing skills. In addition to the basics, the subject also deals with the artistic side of language, infusing creativity in the ways students communicate.

There are four basic aspects to understanding a language: speaking, reading, listening, and writing. Language arts classes aim to enhance those skills at each year level. At first, it covers basic topics like grammar, sentence construction, and paragraphs. Exercises in language arts become progressively more complex as students move up the ranks, and usually, in higher grades, more emphasis is put on creativity and persuasiveness.

With the noble goal of harnessing the power of words to effect change in the world in mind, TeacherTube is proud to offer videos on everything from general communications to speaking and even videos on strengthening your studying skills.

Not all kids want to go through lectures. Some of them may not have the attention span or the patience to endure long hours just sitting down and listening to someone talk in front. No, that doesn't mean these kids are lazy. It just means they learn differently.

Some kids are auditory learners. In other words, they learn best when they listen to sounds and music. For this type of student, educational songs will certainly be a big helping hand. Even the most complex of concepts, when taught through songs, will be very easy for them to understand and remember. Even kids who are not so much inclined to auditory learning may like this method.

Educational song vidoes are available in a wide variety of subjects. English, math, social studies, science, and everything in between, there's bound to be a song for every subject. For example, on the website Teachertube.com, there are science topic songs, reading songs, skip counting songs, reading phonics songs, and even quadratic formula songs.

The advantage of using educational song videos is that it accomplishes two things at once. First, these songs are entertaining, and second, they also teach a concept. They facilitate learning a lot better than plain lectures simply because of the entertainment part. When a lesson is made fun of, kids will want to learn them. In fact, it could even be the kids themselves, on their own, who will play the songs repeatedly.

TeacherTube offers education songs on topics as varied as the circulatory system to math songs about polynomials and even videos on St. Patrick's Day.

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TeacherTube Educational Videos for the School Classroom and Home - Including Educational Songs, History Videos, Student Videos and Math Videos

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A free community for sharing instructional videos, Educational Songs, History Videos, Student Videos, Math Videos, and other content for teachers and students. We are an education focused, safe venue for teachers, schools, and home schoolers to access educational for the classroom and home learning.

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Experts disagree on the most effective approach to teaching children with autism, and many school districts cobble together a mishmash of methods that changes with each new fad, source of funding, special education director, or classroom teacher. Too often, good intentions collide with limited resources, and overloaded bureaucracies clash with parents driven by hope and anguish. The result is often a mess.

"The way we treat and educate children with autism is a national disgrace," says L. Vincent Strully, founder and CEO of the New England Center for Children, one of the oldest and largest private schools for autism in the United States.

Yet, against so many odds, that grim picture is beginning to change. A small but growing number of districts are creating innovative programs based on the latest research in autism and modeled after some of the most highly regarded -- and expensive -- private schools. These pioneering programs may change the future for special-needs kids, and not only for the children fortunate enough to get into one. If these experiments prove successful, they may change the future of autism education throughout the United States, and not a moment too soon.

A Complex Diagnosis

Autism is not a single ailment but a complex collection of behaviors that generally surface around age two. Children can have a wide range of abilities, and the diagnosis runs along a spectrum, reflecting the child's level of cognitive and language impairment. Kids with autism typically have problems with social interaction, and they engage in repetitive, seemingly obsessive routines.

But exactly how this plays out depends on the child and the severity of the condition: A five-year-old with a mild form of autism called Asperger's syndrome may focus on a single interest -- say, horses -- to the exclusion of all else. He may be a handful at home and disruptive in school but have normal, or even accelerated, intellectual ability.

At the severe end of autism-spectrum disorders (ASDs), a five-year-old (or even older) child may still be unable to say the word horse or identify one in a picture book. The repetitive behavior that is an autism signature may take the form of endless body rocking or arm flapping. Sensory stimulation overwhelms many kids with autism. In the noisy, cheerful hubbub of the best elementary school classrooms, an autistic child might erupt in fury or shut down completely.

But these are general characteristics only, and they don't begin to capture the variability and unpredictability that make autism so painful for families and perplexing for educators. No two kids are alike, not in their behavior, in their potential to learn, or in the way they will respond to a particular instructional approach. And that places an extraordinary burden on school districts, which are legally required to meet the needs of every child.

An Explosion of Illness

Autism affects 1 in 150 children in the United States, according to the newly revised estimates from the U.S. Centers for Disease Control and Prevention -- far more than previously believed. In autism hot spots such as New Jersey, the rate is around 1 in 95. Nearly 120,000 school-age children nationwide were classified with ASD in 2002, up from about 20,000 in 1993.

Certainly, better detection and a broader definition of autism mean we are identifying children today we would have mislabeled as mentally retarded, emotionally disturbed, or just plain strange a generation ago. But almost nobody attributes the rise purely to greater awareness.

Theories abound about what's going on, fueled mostly by desperate speculation on the part of grieving parents. People blame everything from genetics to food additives to environmental toxins such as polychlorinated biphenyls (PCBs). Many parents suspect mercury preservatives in vaccines, though extensive scientific reviews have not shown a link.

In 2001, a widely circulated article in Wired magazine advanced the notion that a math-and-tech gene had spurred a surge of cases in northern California's high tech Silicon Valley and explored whether autism is, in fact, a "geek syndrome." A 2006 study by Cornell University researchers pointed to an alarmingly pervasive culprit, suggesting that children exposed to too much television as infants might trigger the disorder.

Whatever the cause, there is no doubt about autism's impact on public schools. Administrators face growing pressure from vocal and sophisticated parents who insist on state-of-the-art instruction, highly trained teachers, staff-to-student ratios as low as 1 to 1, and extensive support services such as speech and occupational therapy. When districts don't deliver the programs parents demand, or pay for private school alternatives, families are increasingly willing to fight in administrative hearings and court.

That makes ASD more than an educational challenge for many districts; it's also a legal nightmare. "Autism is a leading problem on the radar now and a leading source of lawsuits," reports Bryna Siegel, an adjunct child and adolescent psychiatry professor and director of the University of California at San Francisco's Autism Clinic.

The federal Individuals with Disabilities Education Act guarantees "free appropriate" education to all disabled students. But the government has never fully funded the act, and "appropriate" can mean one thing to a parent determined to get the very best for a child but something else entirely to an administrator juggling limited resources for a seemingly unlimited number of special needs, including autism as well as attention deficit hyperactivity disorder, learning difficulties, physical disabilities, and serious medical conditions (all of which are on the rise in public schools).

Children with autism do best when there is a strong partnership between the school and the home, but often the relationship is strained, or worse. "There is increasing tension between parents' aspirations for their child and what the school is willing to provide," observes Michael McKee, executive director of the Virginia Institute of Autism, a small nonprofit private school in Charlottesville. "School districts pretty much across the country define 'appropriate' as 'merely adequate.'"

Even merely adequate is expensive: A study by the Special Education Expenditure Project (conducted for the U.S. Department of Education) found that special classes, therapists, aides, transportation, and facilities for an autistic student cost an average of nearly $19,000 a year, or roughly triple the cost for a typical child. When districts go beyond adequate to establish intensive one-on-one programs or support a full array of speech, play, and occupational therapies, spending can skyrocket to $75,000 or more.

Parent Power

The Internet has spurred a new activism among parents, who trade information about "good" and "bad" districts, new research, effective advocacy tactics, legislation, court decisions, and more. Last year, the autism community cheered two U.S. Supreme Court rulings, even though they had more significance psychologically than legally.

In October, the court upheld a lower-court decision affirming parents' rights to challenge a school district's individualized education plan (IEP) without first "trying out" the district's placement. The case involved New York City schools, and the Supreme Court's 4-4 vote did not establish a national precedent. Still, it gives parents new ammunition in fighting what they see as inappropriate or ineffective placements for children who need the best intervention available as early as possible.

In May 2007, the court ruled that the parents of an autistic child may represent themselves in a lawsuit against a school district; they don't have to hire a lawyer. The case involved an Ohio couple who had placed their child in a $56,000-a-year private school and sought to get the local school district to pay for it. After exhausting administrative appeals, the parents sued in federal court, representing themselves because they couldn't afford an attorney. A long battle ensued over whether the parents had a right to do that, but their victory resolved only the legal sticking point, not the question of who should pay for their child's education.

Students with autism are more likely than other special-need students to receive out-of-district placements. In fact, almost every student at almost every leading private school for autism, including the New England Children's Center, New Jersey's Princeton Child Development Institute, and the Virginia Institute, attends at public expense. Still, the vast majority of autistic students go to public schools. Many parents devote their lives to making sure their son or daughter's school delivers the services spelled out in the child's IEP, the all-important document that drives the education of every disabled student.

But the IEP is only as effective as this year's teacher. "If you've got a terrific teacher who really gets it, everything is great," declares Lisa Jo Rudy, whose eleven-year-old son, Tommy, has high-functioning autism. "You get another teacher, and it all falls apart."

Some parents, disappointed with their local offerings and unwilling or unable to send a child out of their district, upend their lives and move. After four disastrous years in Pennsylvania public schools, Rudy, the guide on About.com's autism page, decided to teach her son herself. Last summer, the family moved to Massachusetts, which Rudy says has friendlier homeschool laws.

More often, parents pack up for a district they believe offers more than the one they're in. Web forums buzz with opinions about specific schools and pleas from these searching nomads, often in a lingo that would baffle anyone unfamiliar with autism: For instance, a parent moving to New Jersey posted, "I am looking for small-group instructions with no aversives used, ABA-based, trained staff."

In a five-county area of California's Central Valley and Sierra foothills, young children with autism have access to free intensive behavioral programs for up to forty hours a week, a commitment almost unheard of anywhere else. The number of autistic children under seven years old receiving services there has grown even faster than the national average, from four in 1994 to about 170 today. (The number of children diagnosed has remained comparable to the national average, but the number receiving services in the area has grown faster.) "Families will move here for services," reports Tara Sisemore-Hester, autism coordinator of the Valley Mountain Regional Center, which oversees the programs. (See " Rewriting a Life Story: Treating Autism Early Can Help Save Later.")

Debate and Desperation

A huge debate rages about the best way to educate autistic students. But experts agree on two things: Early intervention is critical, and the more hours devoted to learning, the better. "In some ways, the ballgame is played out by thirty-six months," says the New England Children's Center's Vincent Strully. And as for time, for kids ages 2-5, thirty to forty hours a week of intensive effort appears to be ideal. "Autism untreated becomes a living hell," adds Strully.

Applied behavior analysis, or ABA, is the best-known educational strategy for autism and has the strongest evidence supporting it. "The research literature is clear," states Patricia Krantz, executive director emerita of the thirty-eight-year-old Princeton Child Development Institute. "The only approach that has systematically documented its effectiveness is ABA."

ABA, which grew out of the work of psychologist B. F. Skinner, uses reinforcements in structured environments to encourage learning. Teachers break skills, from the simple to the complex, into small, measurable tasks that students repeatedly practice, ideally 1 on 1 with the instructor. When a child performs a target task -- say, places a book on a shelf -- he gets a reward, such as a cracker or a token that earns computer time. If a child instead slams that book onto the floor, she gets a prompt. The teacher might point to the book and nudge the kid's hand downward.

Teachers are specially trained and work to make sure no one rewards a child for negative behaviors, in school or out. In the best programs, educators work closely with parents, who learn not to pick up the book when a child throws it at home. A student in an ABA classroom will practice dozens of skills a day: language, adaptive, social and emotional, and academic. The teachers painstakingly log each result, producing a solid record of progress and a clear picture of what's working or not.

Some ABA programs for young children claim that almost half the students do so well that they eventually are able to function, and even thrive, in a regular classroom. But some have questioned those statistics, and in any case, nobody can predict which 50 percent will make this transition.

ABA has critics, some of whom contend that the approach is boring and uncreative and doesn't stimulate learning so much as compliance. Although supporters disagree, ABA clearly runs counter to inquiry-based, student-centered learning, the vogue in general education. Some autism experts and parents advocate developmental approaches, such as the Floortime Foundation's DIR/Floortime model, which emphasizes social interactions and problem solving, as well as sensory-integration therapy, which purports to change the way the brain processes sensory input.

Many public schools use a combination of methods, trying to offer the best of each. However, this approach makes it hard for parents to know exactly what treatment a child is getting, and ABA proponents say it causes other problems as well. "The mixed method, or what I call the eclectic approach, is probably the most widely available model. It's politically correct. And it's particularly ill suited for kids with autism," proclaims Gina Green, a California-based autism consultant, researcher, and behavior analyst. "These kids really thrive on consistency of instruction. By definition, a mixed method has a lot of inconsistency."

In one of the first head-to-head trials comparing different educational methods, published in 2005, Green tracked sixty-one three- and four-year-olds in the Valley Mountain Regional Center programs. She found that those who received intensive ABA showed significantly greater improvement in cognitive skills, language expression, and adaptive skills than children in eclectic programs or nonintensive behavior treatments. A study in Norway of children ages 4-7 had similar findings.

Until recently, some private schools offered pure, intensive ABA. But that's changing as parents press for evidence-based educational strategies and school administrators realize that it may be cheaper to beef up autism programs than continue to fight lawsuits. Public ABA programs are emerging, often in innovative partnerships with private schools.

Fran Smith is a contributing editor for Edutopia.
Kim Girard contributed to this report.

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Educators Deal with the Growing Problem of Autism | Edutopia

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Experts disagree on the most effective approach to teaching children with autism, and many school districts cobble together a mishmash of methods that changes with each new fad, source of funding, special education director, or classroom teacher. Too often, good intentions collide with limited resources, and overloaded bureaucracies clash with parents driven by hope and anguish.

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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Principal site brasileiro sobre inovações em educação: notícias sobre tecnologia na educação, metodologias ativas e formação de professores

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1- Você tem algum aluno autista?
2-Quantos?
3-Você nota algum  interesse desses alunos nas aulas de Inglês?
-É constante?
4-Em que momentos?
(contação de história, música etc...)
5-Em qual habilidade (listening, peaking,writing,reading) você acha que esses alunos se destacam?
6-Você faz algum trabalho diferenciado?

Changes:
* Only four questions
* Yes or no questions
* Questions like "In the rate of 0 to 5"
* True or false
*Ask if they are familiar with the theories

Use the results of the interviews to quote in the article.

Teacher's preparation to deal with this kind of students

Lack of theory?

Title
Abstract (No need to write in portuguese, a paragraph, at least five key words)

Introduction (brief, set the scene, talk about language learning in Brazil, present the context, talk about the teachers training to deal with autistic, experience in the classroom,  )

Theory (Motivation, engagement in learning, literature about it, what it says about the autistic and their learning process, create the background, talk about their relationship with another languages such as spanish, look for similar studies, justify your work with the lack of studies in this area)

Results of the data, brief talk about the method, graphics to show the results at the end or during the text, interpretation of the data, show the numbers, validate the hypothesis (or not)

Conclusion
Based on the results

Bibliography
references

Conclude according to the results of the interviews and survey

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- Survey
- Lesson observation
- Interviews

*Research literature
* Identify gaps in literature or opportunities to do something different
*Situate your hypothesis in what they already know about the topic-how different or similar is it?

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Abstract

Social dysfunction is perhaps the most defining and handicapping feature of autism. Improved social functioning has long been considered one of the most important intervention outcomes. A variety of social interventions have been designed, empirically examined, and published in the autism literature. Children with autism have been found to be responsive to a wide variety of interventions aimed at increasing their social engagement with others, both adults and peers. Successful strategies employing peer-mediated approaches and peer tutoring have involved typically developing peers. Furthermore, several studies have demonstrated that social engagement directly affects other important behaviors like language, even when these behaviors are not specifically targeted by the teaching program. Thus, while an area of severe involvement, social behavior is also responsive to intervention.

Social dysfunction autism social interventions

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Interventions That Facilitate Socialization in Children with Autism

# data[].attributes.attachment_link.description
Social dysfunction is perhaps the most defining and handicapping feature of autism. Improved social functioning has long been considered one of the most important intervention outcomes. A variety of social interventions have been designed, empirically examined, and published in the autism literature.

# data[].attributes.attachment_link.title
Repositório de Outras Coleções Abertas (ROCA): A aquisição da língua estrangeira em crianças autistas

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O objetivo deste artigo é discutir o processo de aquisição da língua estrangeira em crianças portadoras de necessidades educacionais especiais, enfocando em primeira instância a criança autista. Busca-se conhecer as principais dificuldades no que diz respeito à aquisição de suas habilidades linguísticas e compreender as possibilidades de intervenção, no seu processo ensino - aprendizagem, através de estratégicas que podem ser utilizadas em sala de aula.

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Modern language classrooms are currently dominated by the communicative method of language teaching. This reader draws together recent and newly commissioned papers to show the origins of communicative methodology, how it has developed, what its research justification is and how it can most effectively be used in the classroom.

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Early Start Denver Model for Young Children with Autism

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From leading authorities, this state-of-the-art manual presents the Early Start Denver Model (ESDM), the first comprehensive, empirically tested intervention specifically designed for toddlers and preschoolers with autism. Supported by the principles of developmental psychology and applied behavior analysis, ESDM's intensive teaching interventions are delivered within play-based, relationship-focused routines.

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Ideais e realidade: uma aula reservada paracrianças autistas bilíngües    

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Ideais e realidade: uma aula reservada paracrianças autistas bilíngües    

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educação especial bilíngüe; educação infantil; autismo. bilingual special education; elementary education; autism.

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Ideais e realidade: uma aula reservada para crianças autistas bilíngües | Ebsworth | Educação

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Ideais e realidade: uma aula reservada para crianças autistas bilíngües

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Desde que me mudei do Brasil, comecei a prestar muita atenção no que é feito de diferente na sala de aula onde há crianças autistas ou com outras deficiências. Para começar, para que a criança possa aprender, temos que falar sua linguagem. E ela não é português, inglês nem sueco. As crianças com autismo, em geral, entendem muito melhor a linguagem visual.

Menos palavras e mais figuras, fotos e ilustrações. Um ambiente estruturado também faz toda a diferença. Aqui vão recursos simples de implementar para você facilitar o aprendizado, deixar a criança mais feliz e ambientada, tudo gastando pouco.
1) Quadro de rotina diária
Antecipação costuma resolver grande parte dos comportamentos indesejados de uma criança autista. Se ela não se dá bem com muita informação, divida o quadro entre "manhã" e "tarde". Vá tirando do quadro as atividades que já foram completadas. Se ainda assim for muito, você pode usar o "primeiro" e o "depois".

O calendário com as atividades do dia (måndag: segunda-feira) que é usado na classe do Theo:

Um esquema um pouco mais simples com "antes" e "depois", ou "antes", "depois" e "por último". Você deve colar a imagem da atividade em cada quadradinho (use velcro):
2) Recursos visuais para tarefas
Esses devem ser colados no local onde a criança vai fazer a tarefa ou atividade.

Passo a passo do banheiro:
3) Rotulando coisas
Para ser colocado na mesinha: "sente na cadeira", "silêncio", "trabalho":
4) Recursos visuais para comportamentos esperados
O que fazer versus o que não fazer:
5) Recursos sensoriais
Mais um exemplo mostrando o que não é aceitável na sala:

Que tal fazer um cantinho sensorial? Ou uma cestinha sensorial?

Garrafinhas sensorias baratas e fáceis de fazer:

Saquinhos sensoriais pra fazer com tinta e ZipLoc:
6) Estabelecendo o perfil da criança
O passo a passo do como se acalmar: sentar em um lugar confortável, escolher uma brinquedo de acalmar (falo disso no tópico de baixo), colocar o timer para funcionar, voltar ao trabalho:
7) Timer: ensinando a passagem de tempo
Parece bobo, mas isso vai ajudar a criança a relacionar objeto e imagem e, além disso, vai facilitar para que ela siga instruções verbais.

Esse é um modelo de timer líquido:
8) Recursos pedagógicos
Ensinando o mês e o dia. Você pode fazer tudo com velcro e guiar a mãozinha da criança para preencher o mês e o dia certos no quadrinho.

Ensinando a escrever o nome

E este é um aplicativo gratuito de timer (VisTimer Free):

Ensinando tamanhos (pequeno e grande):

Ensinando imitação de sequência:

A maioria das escolas que eu visitei aqui e em Londres tem uma sala sensorial. Para as crianças autistas que buscam muitos estímulos sensoriais, é essencial ter umas pausas de vez em quando para suprir essa necessidade. Aí, elas podem se regular e voltar ao "trabalho". Sei que isso é bem difícil para a maioria das escolas no Brasil, mas tem coisinhas que dá pra adaptar.

Pareando figura e objeto correspondente:
9) O quadro de recompensas
Nesse site AQUI, você encontra vários modelos de garrafinhas sensoriais baratas que dá pra fazer em casa.

Esse é uma folha de papel onde há o resuminho de quem é o Theo. É importante porque professores vão e vêm. Auxiliares também. Esse recurso ajuda as pessoas que acabaram de chegar a ter um rápido entendimento daquela criança.
10) Pinterest
Existem vários modelos de timer. O importante, quando for começar a usar, é que a criança ganhe algo que goste muito logo que acabar o tempo que ela deve esperar.

Para os que ainda não seguram o lápis

Para os que já seguram o lápis:

Com forminhas de gelo e massinha:

Com caixa de ovos e blocos de montar:

A escola do Theo aqui usa ABA. Eles usam um quadro de recompensas baseado em tokens. Theo tem que "trabalhar mais" para receber as recompensas que gosta mais. Aqui vai o exemplo:

A cada atividade pequena que o Theo cumpre, ele ganha um token verde (desses à esquerda). Quando completa 5 tokens verdes na ficha da esquerda, ele pode trocá-los por um token vermelho. No quadro da direita, estão as coisas que ele pode ir "comprando" com os tokens vermelhos. A pipoca, por exemplo, custa 2 tokens vermelhos. Obs: tudo é dado em quantidade pequena!

É um site que recolhe imagens da internet inteira. Basta você digitar o que procura. Foi nele que achei a maioria das coisas que postei aqui. É um ótimo local para achar referências de recursos para autismo na sala de aula.

P.S: existe um software de pictogramas gratuito muito bom chamado Picto Selector que você pode usar para fazer seus recursos visuais. É ele que eu uso para os do Theo. 🙂

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Desde que me mudei do Brasil, comecei a prestar muita atenção no que é feito de diferente na sala de aula onde há crianças autistas ou com outras deficiências. Para começar, para que a criança possa aprender, temos que falar sua linguagem. E ela não é português, inglês nem sueco.

# data[].attributes.attachment_link.keywords[]
autismo; síndrome de asperger; inclusão; ensino de inglês;

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O ALUNO AUTISTA NA SALA DE AULA DE LÍNGUA INGLESA: UM DILEMA OU UM MUNDO DE OPORTUNIDADES? | da Rocha | Revista X

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O ALUNO AUTISTA NA SALA DE AULA DE LÍNGUA INGLESA: UM DILEMA OU UM MUNDO DE OPORTUNIDADES?

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Life animated by Ron suskind

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Life Animated - a documentary by Roger Ross Williams

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From Academy Award® winning director Roger Ross Williams, LIFE, ANIMATED is the inspirational story of Owen Suskind, a young man who was unable to speak as a child until he and his family discovered a unique way to communicate by immersing themselves in the world of classic Disney animated films.

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Os Autistas E A Relação de Interesse Pela Língua Inglesa.

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Os Autistas E A Relação de Interesse Pela Língua Inglesa.