INTRODUCTION How can a child learn and not to learn at the same time?

Why do some students apply little or no effort to school tasks while they commit time and considerable effort to demanding, creative activities outside of school? These behaviors describe special childrens. DEFINITION Special children are those who have physical disabilities, experience difficulties in learning or behavior problem or both, as well as children whose performance is superior that special education is necessary if they are to fulfill their potential These types of children can be categorized as having: Mental retardation Learning disabilities Communication disabilities Physical disabilities Behavior disorders(emotional disturbance) Visual impairments Hearing impairments Exceptional gifts Terms such as handicapped, disabled, impaired, dysfunctional, exceptional and high risk are often used synonymously. Children with significant disabilities may be referred to as developmentally delayed, developmentally disabled, medically fragile, or technology dependant

DIAGRAM OF AN AUTISM CHILDS BRAIN

WHAT CAUSES AUTISM Autism is a condition that manifests in early childhood and is characterized by qualitative abnormalities in social interactions, markedly aberrant communication skills, and restricted repetitive and stereotyped behaviors. Most individuals with autism also manifest mental retardation, typically moderate mental retardation with intelligence quotients (IQs) of approximately 35-50. Although children with autism are often difficult to evaluate with intelligence tests, three fourths of autistic children function in the mentally retarded range. Generally, the lower the IQ, the greater the likelihood of autism. However, the low functioning level hinders assessment for key characteristics of autism in individuals with profound mental retardation and IQs below approximately 20. A small portion of those with autism never develop spoken language. Thus, diagnostic instruments for autism may give spurious results in children with profound mental retardation. This article addresses autism in individuals with mental retardation. For information concerning individuals with autism spectrum disorders and related conditions without mental retardation, please see Asperger Syndrome and Pervasive Developmental Disorder. Seizure disorders are common in individuals with autism. Movement abnormalities are a prominent feature in a subset of individuals. Motion anomalies have been reported at birth in some individuals. Motion analysis may provide evidence of autism in early infancy before other manifestations occur Although autistic disorder was initially reported in children of high social class, subsequent research has established that autistic disorder equally afflicts all social classes.

The motion anomalies demonstrated by children with autism are often highly characteristic. Children with autism who exhibit motion anomalies often stand out as odd because of the motions. An example of a motion typical in autism occurs when the child places a hand with fingers separately outstretched before the eyes and rapidly moves the hand back and forth. A similar experience results from moving up and down while gazing through the slats of Venetian blinds. This action is described as self-stimulation because it produces a visual sensation of movement. Many of the motions of children with autism appear to be attempts to provide sensory input to them in a barren environment. Through special education, children may learn to suppress the movements. The movements may then be exhibited at times of particular stress or excitement. The initial clinical descriptions of autism suggested that cold, rejecting parents ("refrigerator mothers") caused autism in offspring; however, careful study of children with autism and their parents has disproved this hypothesis. Autism is not caused by a lack of warmth and affection in parents, nor to any other emotional or psychological deficits in the parents. Blaming parents for the development of autism in their children is inappropriate. Several instruments have been developed to diagnose autism and other pervasive developmental disorders. To administer tools for the diagnosis of autism and related conditions in a reliable and valid manner, extensive training and experience is needed. Therefore, unless they have wide experience with children with autism and understand the concepts implicit in the diagnostic criteria and rating scales, pediatricians and other clinicians are advised to refer patients with possible autism to experienced clinicians for definitive diagnostic evaluations. One goal of this article is to convey fundamental concepts related to autism and related conditions. Readers of this article must obtain considerable additional training before they can reliably and validly apply diagnostic criteria and rating tools. Although psychoanalytic approaches to treatment of children with autism were common in the mid-20th century, these approaches were not found to be effective and are no longer used. Pharmacotherapy is ineffective in treating the core deficits of autism but may be effective in treating associated behavioral problems and comorbid disorders.

CHARACTERICTICS OF AN AUTISM CHILD Autism is set of behavior characteristics common to many profoundly disturbed children. mild and moderately behavior-disordered children usually are not labeled as having a problem a problem during their preschool years, many are not considered behavior disordered by anyone until they reach their middle primary years at school. This is not true for autistic children. An autistic child often seems different from normal children even during the first 2 years.

Six common characteristics of autistic children are: Apparent sensory deficit- we may move directly in front of such children, smile, and talk to them, yet they will behave as if no one is there. Severe affect isolation- attempts to love and cuddle and slow affection to the child encounter a profound lack of interest on the childs part.
Self stimulation- they prefer to do very repetitive stereotyped acts, such as rocking

their bodies when in a sitting position, twirling around, flapping their hands at the wrists, or humming a set of three or four notes over and over again.
Tantrums and self mutilatory behavior these children sometimes bites themselves,

or they beat their heads against walls or sharp pieces of furniture. some of these children absolutely tyrannize their parents by staying awake and making noises all night, tearing curtains off the window, spilling flour in the kitchen. Echolalic and psychotic speech- most of these children do not speak (mute), but they may hum or occasionally utter simple sounds. For example, if we question the child, what is your name? the child may answer, what is your name?
Behavior deficiencies for example, at the age of 10, a child may, in many ways,

show the behavioral repertoire of a 1 year old child, the child may not play with toys, but put them in his or her mouth.

RECOMMADATIONS Positive qualities and behaviors One way of changing childrens behavior is to change your own, positive teacher qualities and behaviors are significant factor in promoting childrens self esteem. Planning and organization- understanding of a subject is a shown through schemes of work being in place. Checklists are used to monitor progress on agreed learning targets Understanding- be aware of the needs and challenges children face. Effective classroom management- behavior in class is always a management issues, misbehavior prevents learning and is dealt with positively but firmly Encouragement-give as much attention to effort as to achievement Sensitively- appreciate childrens heartfelt need for success and recognition Expectations- have fair but high expectations Challenge- gives diverse and interesting work and targets that are relevant to individual children. Creativity-use pupils imaginations and existing knowledge to involve them in new experiences Respect- value children for their own qualities, skills and strengths

Building positive relationships We communicate constantly with our children. Because they are taking in the messages we pass to them we need to be careful of what we say. How we talk to them will affect how they feel about themselves. Establishing good relationships can be a definite way to support positive communications between adults and children. By acknowledging what the function of our communications should be to support a childs self esteem, identity and learning.

Curriculum Teachers must bend academic and affective components in planning curriculum for these children. Instruction may include art, drama, dance, role playing. and teachers must be concerned with the classroom management, behavior management discipline and preventive discipline. Social intervention This encompasses a variety of services directed toward assisting behaviorally disordered children and their families, it includes outpatient service, home care, day treatment, residential treatment programs and foster core.

References include the following:

Bettelheim B. The Empty Fortress: Infantile Autism and the Birth of the Self. New York, NY: The Free Press; 1977. Cohen DJ, Volkmar FR. Handbook of Autism and Pervasive Developmental Disorders. New York, NY: Wiley; 1996. DeMyer MK. Parents and Children in Autism. Washington, DC: Winston; 1979. Filipek PA, Accardo PJ, Ashwal SL. Practice parameter: screening and diagnosis of autism: report of the Quality Standards Subcommittee of the American Academy of Neurology and the Child Neurology Society. Neurology. 2000 August 22;55(4):468-479.

Gillberg C, Coleman M. The Biology of the Autistic Syndromes, 3rd ed. London, England: Mac Keith Press. Clinics in Developmental Medicine Number 153/4; 2000. Harris JC. Developmental Neuropsychiatry: Fundamentals. Vol 1. Oxford, England: Oxford University Press; 1995. Harris JC. Developmental Neuropsychiatry: Assessment, Diagnosis, and Treatment. Vol 2. Oxford, England: Oxford University Press; 1995.