You must give credit to the source of the information as you include and/or refer to it in your written report. You may do this by including the author and page of the source in parentheses immediately following the information. Sources must be cited for both direct quotes and paraphrased information. Do not take credit for something you did not write. Do not include material taken directly from the internet. A “cut and paste” report does not reflect college level writing. You must synthesize and summarize your findings, not copy or repeat what someone else wrote. If you don’t understand what this means, be sure to email me for clarification. Your grade on this report will be lowered significantly if you plagiarize; in some cases, your work may be returned without a grade.

IMPORTANT:

You must give credit to the source of the information as you include and/or refer to it in your written report. You may do this by including the author and page of the source in parentheses immediately following the information. Sources must be cited for both direct quotes and paraphrased information. Do not take credit for something you did not write. Do not include material taken directly from the internet. A “cut and paste” report does not reflect college level writing. You must synthesize and summarize your findings, not copy or repeat what someone else wrote. If you don’t understand what this means, be sure to email me for clarification. Your grade on this report will be lowered significantly if you plagiarize; in some cases, your work may be returned without a grade.

Part 1: The Written Report:

Your research and reactions will be organized into a well-written paper with a minimum of 3 resources/references. The write-up will be graded on the mechanics of writing (neatness, organization, spelling, etc.) as well as content (depth, clarity, accuracy, and demonstration of critical thinking skills).

Your written report should be organized as follows:

1. Why did you choose this particular topic? How do you anticipate using the information you’ve acquired?

2. Briefly summarize the special need or topic. Include information about cause and most common characteristics. (please note: do not make this section too long: approximately one-half to one page in length and do not do a copy and paste from your resources).

3. What might a preschool teacher notice in the classroom that might alert him/her that a child might have this special need? (the “red flags”) In other words, what are some of the symptoms, characteristics, and/or behaviors you might start to document?

4. What can be done in a preschool setting to successfully include a child with this special need? Describe how you would modify the room setup, schedule, curriculum, and guidance/interaction with the teacher?In what ways would you foster social interaction with other children?

5. What are the two activities you will be sharing with the class? Describe the materials, process for use, and why they are especially appropriate for children with your special needs topic. How will you share the activity with a group of preschoolers?

6. With regard to your topic, whatare two community services, agencies, supports, therapies, or interventions are available in San Diego county? (Where can you and/or a child’s parents turn for help?) You may include both educational and community resources.These should be local resources, so include address, phone numbers, and location. As additional support, you may additionally provide web sites and information about national organizations.

7. Your personal reaction to what you learned through your research: Include insights and comments about the process of your research as well as the actual content of the report. What did you contribute to the group report? What part of the research and organization did you do? You can also include details about how you plan to use the knowledge you gained. (Important point: this section MUST be an individual reflection, not done as a group. It should be about a page in length.)

Part 2:Bibliography: All three required sources must be fully cited. That means complete title, author, dates of publication, pages used, and publisher. If your source is the website for an organization or parent group, be sure to cite the full required information, plus the last date that the website was updated and the organization who supports the website.

Part 3: Sharing with the class: You will have opportunity to share the main points of what you learned with the rest of the class via Zoom screen share. You can decide with your group what key points you would like to share and how you would like to share them. Each group will have 5-7 minutes to share. Remember, we only have one hour per week meeting time.

ANSWER

Children with Autism Spectrum Disorder (ASD): Understanding and Supporting Their Needs

Introduction

I chose to research Autism Spectrum Disorder (ASD) because it is a topic of personal interest to me. I have always been fascinated by the unique characteristics and challenges faced by individuals with ASD. Additionally, as a future educator, I believe it is crucial to have a comprehensive understanding of special needs to create inclusive and supportive learning environments. The knowledge I have acquired will help me in recognizing and accommodating the needs of children with ASD effectively.

Brief Overview of Autism Spectrum Disorder

Autism Spectrum Disorder is a neurodevelopmental disorder that affects a child’s social interactions, communication skills, and behavior. Its exact cause is unknown, although research suggests a combination of genetic and environmental factors. Common characteristics include difficulties in social interaction, repetitive behaviors, restricted interests, sensory sensitivities, and communication challenges (American Psychiatric Association, 2013).

Identifying “Red Flags” in a Preschool Setting

In a preschool setting, some signs that may indicate a child has ASD include:
– Limited eye contact or difficulty engaging in social interactions
– Delayed or atypical language development
– Resistance to changes in routines or excessive adherence to rituals
– Repetitive movements or behaviors (e.g., hand-flapping, spinning objects)
– Sensory sensitivities or aversions to certain sounds, textures, or lights
– Difficulty understanding or responding to social cues and emotions (Centers for Disease Control and Prevention, n.d.).

 Inclusive Practices in a Preschool Setting

To successfully include a child with ASD in a preschool setting, several modifications can be made:
– Room setup: Provide a designated quiet area with sensory-friendly materials, visual schedules, and clear boundaries to promote a sense of security.
– Schedule: Create a predictable routine with visual cues and transitions to help the child navigate daily activities.
– Curriculum: Use visual aids, structured activities, and individualized learning approaches to support engagement and comprehension.
– Teacher guidance/interaction: Employ clear and concise language, visual supports, and positive reinforcement to enhance communication and understanding.
– Foster social interaction: Encourage peer interactions through cooperative play, structured group activities, and social skills training (Autism Society, n.d.).

Recommended Activities for Children with ASD

Sensory Exploration Activity: Provide sensory bins filled with various materials like sand, rice, or water beads. Encourage children to explore and manipulate the materials, stimulating their senses and promoting fine motor skills. This activity is suitable for children with ASD as it can help regulate sensory sensitivities and promote engagement.
Social Skills Storytelling: Create social stories using visuals and simple language to teach social skills and appropriate behaviors. Read the story aloud to a small group of preschoolers, including a child with ASD, to enhance their understanding of social interactions and expectations.

Community Resources in San Diego County

Autism Tree Project Foundation
– Address: 2845 Nimitz Blvd, San Diego, CA 92106
– Phone: (619) 222-4465
– Website: www.autismtreeproject.org

Autism Society San Diego
– Address: 4699 Murphy Canyon Rd, San Diego, CA 92123
– Phone: (858) 715-0678
– Website: www.autismsocietysandiego.org

Personal Reflection and Contributions
Throughout my research, I gained a deeper understanding of the challenges faced by children with ASD and the importance of inclusive education. I contributed to the group report by conducting thorough research, organizing the information, and developing the recommended activities. This experience has highlighted the significance of tailored support for individuals with special needs. I plan to use this knowledge to create an inclusive classroom environment and advocate for the needs of all students.

Part 2: Bibliography

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.

Centers for Disease Control and Prevention. (n.d.). Autism Spectrum Disorder: Signs and Symptoms. Retrieved from https://www.cdc.gov/ncbddd/autism/signs.html

Autism Society. (n.d.). Inclusive Classroom Strategies. Retrieved from https://www.autism-society.org/living-with-autism/autism-through-the-lifespan/autism-in-the-classroom/inclusive-classroom-strategies/

Part 3: Sharing with the Class

During the presentation, we will emphasize the key points regarding Autism Spectrum Disorder, including its characteristics and red flags for early identification. We will also discuss practical strategies for including children with ASD in preschool settings, such as modifying the environment, schedule, curriculum, and teacher interactions. Additionally, we will present two activities – sensory exploration and social skills storytelling – highlighting their benefits and suitability for children with ASD.