Learning Resources: Required Resources Course Text Exception

Learning Resourcesrequired Resourcescourse Texceptional Children

Learning Resources required Resources course Texceptional Children Learning Resources required Resources course Texceptional Children Learning Resources Required Resources Course Text: Exceptional Children: An Introduction to Special Education Note: For each chapter, read the designated sections up to "Educational Approaches" Chapter 4, "Intellectual Disabilities" (pp. 132–147) Chapter 5, "Learning Disabilities" (pp. 172–179, 181–182, 184–192) Chapter 6, "Emotional or Behavioral Disorders" (pp. 213–221, 224–233) Chapter 7, "Autism Spectrum Disorders" (pp. 257–265, 268–271) Chapter 8, "Communication Disorders" (pp. 297–314)

Optional Readings and Resources: American Association on Intellectual and Developmental Disabilities; National Down Syndrome Society; "Understanding Learning Disabilities"; Division of Learning Disabilities of the Council for Exceptional Children; Council for Children with Behavioral Disorders; The National Autism Association; "The Language of Autism"; IDEA 2004: "Definitions of Disability."

Application: Special Needs from a Variety of Perspectives Research and Information Exchange on Categories of Special Needs, Part 1 Note: For this assignment, you will be submitting via the Submission link and the Doc Sharing area of the course. See the bottom of the page for more details. Each of the categories of special needs is complex. This application will give you the opportunity to delve deeper into one, as well as learn about others from fellow students. There are two parts to the application assignment. You will complete Part 1 this week and Part 2 next week.

Part 1: Research One Category of Special Needs

For Part 1 of your application assignment, you will choose a category of special needs that interests you and research it using your text and at least one additional resource that has reliable information. You will also need to identify at least one website you recommend to others to learn about the category of needs you have chosen.

Categories of Special Needs:

• Mental Retardation/Intellectual Disabilities
• Learning Disabilities
• Emotional or Behavioral Disorders
• Autism Spectrum Disorders
• Communication Disorders

In Week 4, you will learn about these additional categories:

• Deafness and Hearing Loss
• Blindness and Low Vision
• Physical Disabilities, Health Impairments, and ADHD (Attention-Deficit/Hyperactivity Disorder)
• Low-Incidence Disabilities (severe/multiple disabilities, deaf-blindness, and traumatic brain injury)

After you select a category from the lists above, download, fill out, and submit the provided Information Sheet in Microsoft Word (.doc) format.

Paper For Above instruction

In this paper, I will explore the category of Autism Spectrum Disorders (ASD), a complex developmental condition that affects communication, behavior, and social interaction. This exploration will include defining ASD, understanding its characteristics, prevalence, causes, and educational implications, as well as reviewing reliable resources for further information and support.

Introduction to Autism Spectrum Disorders

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by a range of symptoms primarily affecting social communication and behavior. According to the Centers for Disease Control and Prevention (CDC, 2023), ASD manifests through difficulties in social interaction, repetitive behaviors, and restricted interests. The term "spectrum" signifies the wide variability in challenges and strengths among individuals diagnosed with ASD. It encompasses conditions formerly considered separate, such as Asperger's syndrome and pervasive developmental disorder not otherwise specified (PDD-NOS), now unified under the ASD diagnosis in the DSM-5 (American Psychiatric Association, 2013).

Characteristics and Symptoms

Children and adults with ASD may exhibit a variety of symptoms, though not all individuals display the same features. Common characteristics include impaired social communication skills, such as difficulty understanding social cues, maintaining conversations, and forming peer relationships. Repetitive behaviors like hand-flapping, rocking, and insistence on sameness are typical, along with restricted interests that may be intense or narrowly focused (Lord et al., 2020). Sensory processing issues are also prevalent, with individuals demonstrating hypersensitivity or hyposensitivity to sensory stimuli, affecting their daily functioning.

Prevalence and Causes

The CDC estimates that approximately 1 in 44 children in the United States are diagnosed with ASD (CDC, 2023). While the exact causes remain unclear, research suggests a combination of genetic and environmental factors. Studies indicate genetic predispositions involving multiple genes, combined with environmental influences such as prenatal exposures, maternal health, and parental age, may increase ASD risk (Hallmayer et al., 2011). Despite extensive research, no single cause is definitive, emphasizing the complex etiology of ASD.

Educational and Support Strategies

Educational interventions for students with ASD are tailored to individual needs, often employing evidence-based practices such as Applied Behavior Analysis (ABA), speech and language therapy, and social skills training (National Autism Association, 2022). Inclusive classroom strategies, visual supports, structured routines, and individualized education plans (IEPs) play vital roles in facilitating learning and social integration. Early diagnosis and intervention are critical for improving outcomes, emphasizing the importance of awareness and access to resources for families and educators (Ganz, 2014).

Reliable Resources for ASD

To support further understanding of ASD, credible sources include the Autism Society, Autism Speaks, and the CDC's Autism webpage. The Autism Society provides comprehensive information on symptoms, resources, and advocacy efforts. Autism Speaks offers research updates, toolkits, and family support resources. The CDC provides ongoing surveillance data, early screening tools, and educational materials (CDC, 2023). These sources are valuable for educators, parents, and policymakers seeking accurate, up-to-date information about ASD.

Conclusion

Autism Spectrum Disorder presents diverse challenges and opportunities for growth. Recognizing its characteristics and understanding the underlying factors enhance our ability to support affected individuals effectively. Utilizing reputable resources allows educators, families, and communities to access critical information, promote awareness, and implement effective intervention strategies to improve quality of life for individuals on the spectrum.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Centers for Disease Control and Prevention. (2023). Autism Spectrum Disorder (ASD). https://www.cdc.gov/ncbddd/autism/facts.html
• Ganz, J. B. (2014). The impact of early diagnosis and intervention on outcomes for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(10), 2399–2413.
• Hallmayer, J., et al. (2011). Genetic heritability and shared environmental factors among twin pairs with autism. Archives of General Psychiatry, 68(11), 1095–1102.
• Lord, C., et al. (2020). Autism Spectrum Disorder. In M. M. Matson (Ed.), International review of research in mental retardation (Vol. 59, pp. 1–34). Academic Press.
• National Autism Association. (2022). Evidence-based practices for autism. https://nationalautism.org/resources