Autism

This course provides information about the diagnosis, developmental and learning characteristics of children with autism. It describes the global delays seen in children with autism and the degree of impact this has on fine motor, gross motor, speech, cognitive, and social and behavioral development. It also addresses the needs of children with autism who can be verbal, have limited language, or be entirely non-verbal and who have significant sensory challenges. This course includes the historical background about attaining educational equity for children on the autism spectrum. Multiple challenges exist within the context of the law, the family, the school, and the community. The effects of these challenges and their intersection is examined as they underpin current educational programs, services, and professional relationships with parents of children with autism.
To work effectively with children and their parents requires teacher knowledge of the child's characteristics, learning needs, and other impacts of autism. The course includes discussing the use and early implementation of assistive technology and its importance to cognitive, behavioral, and social development as it pertains to educating students with autism in the least restrictive environments (LRE). Learning strategies are described, such as the use of task analysis, picture communication systems, applied behavior analysis, and positive behavior support systems. Keeping in mind the way children with autism learn, activities for instruction include strategies that facilitate ongoing cognitive, behavior, and social development. Understanding diagnostic and multiple characteristics and the learning needs of children with autism provides valuable information when working with the children in general and special education classrooms and the school community.

Using an approach to literacy used in general education, the Penn Literacy Network Framework includes structuring lessons using the Four Lenses of Learning and The Five Reading, Writing and Talking Processes to underpin engaging activities designed to increase literacy and language learning. The activities for literacy adapted to the needs of children with autism assist in expanding access to literature. The framework gives teachers additional tools and knowledge about implementing literacy instruction aligned with general education strategies and content knowledge.