Case Study / Autism Spectrum Disorder

Fiorella Romero Jaubert

Bilingual Preschool, Universidad Hispanoamericana

ENGLISH TEACHING

Professor. Jennifer Patricia Arroyo

II quarter, 2022.

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Index
Introduction......................................................................................................................... 3
Objectives.......................................................................................................................... 3
Chapter 1............................................................................................................................ 4
Theorical framework............................................................................................................ 4
Case Study Chart................................................................................................................ 6
Chapter ll............................................................................................................................. 8
Justification......................................................................................................................... 8
Chapter III........................................................................................................................... 9
Conclusions......................................................................................................................... 9
V. General recommendations...........................................................................................9
Annexes............................................................................................................................ 10
Topic: Emotions and feelings............................................................................................10
References........................................................................................................................ 12

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 Introduction

The importance of the promoting autism awareness in schools is to develop

appropriate teaching-learning and evaluation methods, awareness provides to

infant’s ways to understand and be understood on the society they grow in. The

more they know the better they will explain themselves and will be able to concrete

longer and more complex tasks. Autism can be understood as a condition that

affects many skills on a person from neurological to physical, for this specific

investigation school performance will be the one skill under investigation. For this

research specifically P.M behavior will be studied, he is an 8 year-old student from

Centro Educativo La Trinidad who is autistic, according to his parent he´s level 2

autistic and therefore his condition is very notable and many behaviors can be

observed such as tics, fixations, repetition, echolalia, emotional dependence and

anxiety issues…

Objectives

1. General Objective

Evaluate the importance of acquiring knowledge about neurodivergent students.

2. Specific Objectives

 Explain the importance of autism awareness in the classroom.

 Find alternative options to evaluate neurodivergent students.

 Compare the differences between neurotypical and neurodivergent.

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 Chapter 1

Theorical framework

As the authors (D. Austin & P. Pisano, p. 3) mentions “Neurodiversity is the idea that neurological

differences like autism and ADHD are the result of normal, natural variation in the human genome”.

In other words, neurodiversity is a result of a variation in the human genome, therefore it is known

that people who has autism or ADHD are the people known as neurodivergent. About ¨autism is a

developmental disorder diagnosed on the basis of early-emerging social and communication

impairments and rigid and repetitive patterns of behaviors and interests¨. (Frith & Happé, p. 1) as

mentioned by the authors autism is a known condition that affects the development in human beings,

it also causes some side conditions like the ones mentioned, it needs to be taken into consideration

that being neurodivergent in the society these days might not be an easy task, because some

people have a tendency to think that different is scarry and therefore people who are part of the

spectrum can suffer the consequences of the inappropriate inclusion of the world that surrounds

them. ¨Article 26 of the Universal Declaration of Human Rights by the United Nations (UN) (1948)

affirmed inclusion in education as a human right¨. (Polat, pág. 51) as the article says it needs to be

understood that inclusion it is not a privilege, inclusion is a right for diverse people in the society,

therefore teachers have the task of promoting awareness on this topic mentioned ASD, and as well

students have a task of making neurodivergent classmates feel welcome and loved in the

classroom, the fact that they might seem different does not mean they don´t have the same rights

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and the same craving for learning as the rest. Therefore, and as mentioned previously ¨teachers

should have adequate knowledge and skills and favorable attitudes towards inclusive education¨.

( Mukhopadhyayj, p. 34) It needs to be taken into consideration that for teachers’ inclusion will never

an option, but a most, consequently as mentors of special needs, neurodivergent students is a

responsibility to continue acquiring knowledge on the topic, finding new techquines to promote

inclusion and make it part of daily reality in classroom, to assure ASD students as well as any other

neurodivergent will feel safe and understood in school. Even though it can seem hard results of

inclusion can be beautiful and amazing, having different perceptions, different answers and

especially different occurrences will always remain the beauty of neurodivergent inclusion. The

author (Unok Marks) mention some tips for teacher who work with ASD students:

 Highlight Most Important Concepts.

 Establish Alternate Modes for Completing Assignments.

 Establish Alternate Modes for Completing Assignments.

 Graphic and Visual Organizers.

 Maximize Comprehension and Content Retention.

 Prepare for Instructional and Classroom Transitions.

 Increase Time on Task.

 Maximize Attending During WholeClass Instruction.

 Mnemonic Devices.

Considering these tips and all the information provided above including neurodivergent

and make it part of daily routines can become so much easier and even fun or interesting

for teachers.

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Case Study Chart

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P.M Behaviors and Recommendations for Recommendations for

characteristics teachers parents

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8
  Needs a support  Let him have his  Support hi talent

stuffed animal. support animal and and if it´s possible

explain him when he get him materials for

 Often works as fast
can use it and when his art talent.
as possible to draw
it will just keep
comics.  Be sure that very
company.
time he leaves
 He es very good at
 If he finishes early home he has his
English.
his work and stuffed animal.

 He doesn´t like properly, let him

 Give him extra
being told ‘’no’’. know he has the
support with other
right to draw while
 He is very picky with assignments rather
the rest catch up.
his food. than the one he is

 Instead of saying no best at.

let him know ‘’we

 Try new food at
will change this for
home instead of
this other thing’’
sending them to

 If he doesn´t want to school because he

eat, don’t force him, might won´t accept

just communicate to neither like it.

the parents he did

 Communicate new
like the food.
notable behaviors to

 Communicate the teachers.

notable new

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 behaviors to the

parents.

Chapter ll

Justification

This research investigation it is focus on instilling the importance of the primary and most

important concepts of autism and how to implement teaching-learning techquines

appropriate for them, by introducing the subject kids will have a strong base of this

information for a better understanding of the different concepts, showing their significant

impact on their development as human beings. For the present project, it was worked with

a topic taking help of multiple sources like the Internet, managed to expose the subject in

an easy a simple way for the preschoolers, creating a better experience for the children

when dealing with the present topics by practicing the activities presented that will be

mentioned on the annexes. According to the information above, it is important to

understand the benefit that this project brings with itself for education towards society,

current families, and schools, among others.

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 Chapter III

Conclusions

I. The importance of kids being around autistic and neurodivergent people is

that they can value the importance of diversity.

II. Make children part of the teaching learning process and understand their

place on the system as human beings.

III. Finding ways to learn, explain and show the importance to use proper

inclusion language and techquines.

IV. Increase students’ knowledge about neurodiversity and autism.

V. General recommendations

Working with autistic people might be a challenge for teachers but not impossible,

remember every day student needs your support because he / she feels and sees different

than neurotypical people do, be patient, investigate a lot and take the time to know your

student, remember not because he is autistic he is the same as every other autistic, get to

know him/her, analyze his /her needs and treat them as needed for them. Remember the

general information like the one given or mentioned above…

Consider you must be clear as possible, do not overwhelm with your words, clear and

concise. Also, avoid over stimulation and if so let him/her know before hand there will be

noise or lights that might disturb them…

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 Annexes

Topic: Emotions and feelings.

Activity 1
Sensorial Puppets: Students will listen to the story ¨The color monster¨

afterwards students will create sensorial puppets filled with rice, beans, or any

material they feel comfortable with. The activity will be developed in groups to

promote teamwork and inclusion. (Annex 1)

Activity 2

To reinforce the topic and give it a conclusion, students will create their own

sensorial bottles which will help them to calm when they feel overwhelmed.

First, they will fill in the bottle with equal parts of oil and water and then, they

can add any ornament they have or want as well as colorant if they like to.

Instrument 1
Evaluation scale
Purpose: Elaborate puppets as a team.
Student:
Indicators Achieved Partially achieved In process
Student focuses his / X
her attention on the
story.
Student matches X
instruction with the
activity explained by
Teacher.
Student follows X
instructions given
during the class.
Student interacts X
with other students
while teamwork.

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 Student finishes on X
time.

Instrument 2
Anecdotal Record, English class.
Purpose: To record student´s behavior in front of certain instruction.
Student:
Time: Instruction given by teacher: Situation summary:
7:00 am Line number one, bring me your P.M Got frustrated because he
handbook. could find his handbook.
7:30 am We are going to focus on the story P.M did pays attention even though
he never stopped moving his
hands.
8:00 It´s time to elaborate your puppets He made the puppets, but he
expressed how much he dislikes
glue texture and washed his hands
many times.
8:30 Time to eat He took too much to eat and
finished 15 later than the rest of his
classmates.

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References

Mukhopadhyayj, S. (2014). Botswana primary schools teachers’ perception of inclusion of

learners with special educational needs. Botswana: Jorsen.

D. Austin , R., & P. Pisano, G. (2017). Neurodiversity as a Competitive Advantage.

Frith, U., & Happé, F. (2005). Autism spectrum disorder.

Polat, F. (2010). Inclusion in education: A step towards social justice. Hong Kong:
International Journal of Educational Development.

Unok Marks, S. (2003). Instructional Management Tips for Teachers of Students With
Autism Spectrum Disorder (ASD). The Council for Exceptional.

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