Introduction
A handicap is defined as having physical limitations involving limited mobility, visual, auditory, or language challenges, and developmental retardation, which impacts an individual’s conduct, expression of emotions, and intellectual capacities. It comprises disabilities ranging from minor to more serious ones, such as cerebral palsy, paralysis in humans, amputation, as well as deafness, vision impairment, autism, and dyslexia. This paper will explain one disability, autism spectrum disorder (ASD), a developmental impairment resulting from brain abnormalities. ASD patients frequently struggle with peer interactions, communication, confined or repetitive habits, and hobbies. It will explore the prevalence, characteristics, management, and appropriate accommodations at home and school.
Background on exceptional child development
Toddlers can be born with disabilities or receive them due to illness, neglect, or accident. There are quite a few kinds of remarkable children. There are four distinct categories: intellectually outstanding children, physically handicapped children, emotionally disturbed children, and multi-handicapped children. In the vast range of physically disabled children, there are several different types of kids, every single one of whom necessitates special consideration by teachers (Hallahan et al., 2020). Adolescents with compromised eyesight, deafness, problems with speech, and orthopedic and neurological diseases are also included. Children who are emotionally disturbed may have behavioral issues, be culturally maladjusted, or even be juvenile offenders. A breakup in the household constellation, developmental trouble, a financial, social, cultural, or religious conflict, a frustrated domestic and educational life creating all kinds of behavioral uncertainty, shortages in residences and educational institutions, a shortage of personalized attention, not having personal attention, primitive control, and self-importance-deflating methods for instructing or taking care of within the household are reasons for psychological disorders or socially inappropriate behavior. This multi-handicapped or multiple-handicapped youngster faces a complex challenge related to exceptionality. Individuals with mental retardation might also experience speaking difficulties.
Additionally, there are four types: intellectually outstanding children, physically handicapped children, emotionally disturbed children, and multi-handicapped children. Among the wide variety of physically disabled children, there are many unique groups of kids, every one of whom necessitates special consideration by instructors (Kirk, Gallagher, & Coleman, 2014). They exist as an original obstacle to administrators and educators, whose work needs to create a feasible program that satisfies the unique needs of gifted learners while also ensuring that society benefits to the greatest extent possible through the extraordinary skills and capacities for leadership that kids and adolescents who have the extraordinary mental ability have in common. Setting standard expectations for them or leaving them to fend for themselves, depending on the idea, because they are sufficiently competent to care for themselves is insufficient. Such carelessness and inadequate training lead some brilliant kids to function upon get-by legislation. In contrast, other kids grow frustrated and turn to social, if not disruptive, behavior.
Autism
Prevalence of the selected disability
The CDC confirmed in 2023 that around one in every 36 children has autism spectrum disorder. It is believed that one out of every hundred youngsters on the globe has autism. The statistic is typical because the stated prevalence fluctuates significantly between studies. However, several controlled investigations have revealed far higher values. Based on a 2021 CDC study, the national growth in autism rates appears comparable to the pattern in New York or New Jersey. In 2016, one in about 50 children was identified with autism by the age of eight, compared to one in every 150 in 2000 (Bougeard et al., 2021). Several unique variables are currently revealed that might raise a child’s risk of having ASD, comprising external factors, biological components, and genetic components.
Characteristics that are associated with the disability
Little ones with underdeveloped social skills might take part in an offensive play. Youngsters could be unable or impatient to use objects such as video games and toys for their age sects such as video games and toys suitably or productively for their ages. Youth and teenagers might be unfamiliar with the rules of society, including how humor should be shared with others and what things to inform an older person about. Individuals with autism frequently struggle with relationship building, primarily developing and maintaining relationships with others. The individual with ASD could convey the appearance of wanting to be independent. Others with ASD acquire specific language, whereas some struggle with expressing and receptive interaction. An individual with ASD, for example, might express themselves with single words or brief sentences; others might be nonverbal. If speech exists, then its role or meaning might be constrained. For instance, instead of speaking in phrases, the person might merely utilize words to request an envisioned item. Furthermore, the language could appear distinct because an individual could talk loudly or robotically.
A person with ASD might demonstrate atypical behaviors or stereotyped bodily motions. Instead of engaging with something as intended, this might come out as waving hands, leaping, lining up bricks, or the wheels spinning on an auto. One secondary feature has a unique response to various tactile stimuli. A person with autism spectrum disorder may be highly or under-sensitive to noises, touch, odors, flavors, or sights.
Unequal growth of abilities, sometimes known as “splinter abilities,” is another trait. Specific abilities are usually developed regularly or accelerated for people of any age, whereas others might be postponed. Problems in changing environments. Many individuals with ASD prefer to keep objects in a particular location and get disturbed as their surroundings change. Visual cognitive strength is usually more substantial. A person with ASD could find it simpler to understand the content provided visually, correcting for auditory processing deficiencies.
Research-based accommodations
A high-preference strategy entails offering two to three favored educational assignments, such as obligations that are more likely to be carried out a lot, ahead of presenting a faux-preferred scientific task, such as obligations that an individual may perform but does not typically engage in (Banda & Kubina Jr., 2009). According to behavioral momentum theory, whenever a high-preference activity is provided prior to a non-preferred job, a learner is inclined to cooperate by doing the non-preferred task.
To integrate incentive elements, scientists provided options, including allowing the youngster to decide which writing tool to employ and where to rest. Incorporating motivating elements into lessons results in quicker rates of achievement, fewer incidents of disruptive conduct, and increased curiosity, implying that educational achievement and enthusiasm for learning in school increases (Patton, 2019).
Finally, when given the option of selecting a task, the kid could select the task they wanted to perform and the location where they were interested in completing it (Jansen et al., 2017).
Best practices that are used in the classroom
Sensory overload reduction
As every instructor understands, learning environments may be stressful, particularly in lower grades, including kindergarten. Between children’s yelling and giggling and buzzing and flickering lights, it’s easy for pupils to lose attention, particularly if they’re not eager to learn (Mahmoudi et al., 2019).
Making Use of Applied Behavior Analysis
ABA is a therapy intended to help kids with ASD moderate or eradicate behavioral issues, including self-harm or disturbances to other adolescents. Applied behavior analysis treatment, among the many extensively utilized therapies among children with ASD, employs incentive programs and rewards for reiterating healthy behaviors.
Giving correct feedback to learners with autism
Children with ASD have trouble communicating. As a result, it is critical to be precise and unambiguous when expressing feedback to students, answering inquiries, or giving directives. To reduce the possibility of misconceptions, avoid using metaphorical or abstract syntax and instead go for plain, simple expressions, for example, matrix training (Hatzenbuhler, Molteni, & Axe, 2019). It’s also crucial to check in with the learners regularly to see how they’re doing and if they’re encountering trouble with any particular components of a task or project.
Reading comprehension techniques
Reading is a fundamental ability for lifelong learning. Children who lack superb reading abilities will not only fail to complete schoolwork and remember data but will also be vulnerable to various other issues (Singh et al., 2021). ASD students can benefit from proven ways to improve reading comprehension. Explanatory instruction, prior knowledge, topic recognition, visual aids, and reading circles are among the tactics used.
Appropriate accommodations that can be used in the general educational classroom
Instructors can offer earplugs or noise-canceling headphones in corridors or lunchrooms to quiet kids down in a general learning environment. Leytham, Nguyen, and Rago (2021) asserted that providing a quiet space allows the learner to have a break if needed. Graphing tools and visual planners Instructions should be visual or textual instead of audible. Maintain adequate spacing between display panels and keep the presentations simple. Allow plenty of room around whiteboards. There is a lower likelihood of being confused. Check that the child can sit without encountering obstructions or passing many youngsters.
Conclusion
A disability is defined as having physical limitations that could include restricted motion, hearing, vision, or language challenges, as well as developmental retardation that impacts an individual’s conduct, social interaction, and intellectual capacities. It comprises impairments ranging from minor to severe conditions such as cerebral palsy, paralysis, and limb loss, as well as being blind, deaf, autistic, and dyslexic. Infants can be conceived with disabilities or acquired due to sickness, violence, or accident. There are several kinds of remarkable children.
References
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Hatzenbuhler, E. G., Molteni, J. D., & Axe, J. B. (2019). Increasing play skills in children with autism spectrum disorder via peer-mediated matrix training. Education and Treatment of Children, 42(3), 295-320.
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Mahmoudi, E., Mirzakhany, N., Tabatabaee, S. M., Fallah, S., & Shahbazi, M. (2019). The Relationship between Sensory Processing Disorder and Quality of Sleep in Children with Autism Spectrum Disorder and Learning Disorder from 6 to 14 Years Old. Journal of Clinical Physiotherapy Research, 4(3), e18-e18.
Singh, B. D., Moore, D. W., Furlonger, B. E., Anderson, A., Fall, R., & Howorth, S. (2021). Reading comprehension and autism spectrum disorder: a systematic review of interventions involving single-case experimental designs. Review Journal of Autism and Developmental Disorders, 8, 3-21.
Patton, E. (2019). Autism, attributions and accommodations: Overcoming barriers and integrating a neurodiverse workforce. Personnel Review, 48(4), 915-934.
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