Autism Spectrum Disorder, Visual and Hearing Impairments PDF

PED 2- Learners with Special Educational Needs AUTISM SPECTRUM DISORDER, VISUAL AND HEARING IMPAIRMENTS Product Research Proposal for Ingoude Company Prepared by: J. Subradil LET’S DO THIS: Close your eyes for three minutes and pretend that you are blind an deaf. Make sure that you are free fro...

PED 2- Learners with Special Educational Needs AUTISM SPECTRUM DISORDER, VISUAL AND HEARING IMPAIRMENTS Product Research Proposal for Ingoude Company Prepared by: J. Subradil LET’S DO THIS: Close your eyes for three minutes and pretend that you are blind an deaf. Make sure that you are free from any noise or distractions. Try to imagine how you will leave your life without seeing and hearing things around you. Share your thoughts in the class. AUTISM A- Always U- Unique T- Totally I- Intelligent S- Sometimes M- Mysterious AUTISM SPECTRUM DISORDER (ASD) Woh et al., (2013) define Autism Spectrum Disorder (ASD) as a "group of developmental abilities characterized by impairments in social interaction and communication and repetitive/restricted behavior." In diagnosing ASD, two general symptoms must be present: social communication deficits and restricted and repetitive interests/behavior. Ousley and Cermak (2014) revealed that ASD is a "neurodevelopmental disorder". This means that a child with ASD is suffering from a mental problem. AUTISM SPECTRUM DISORDER (ASD) It is not easy to recognize persons with ASD because at first glance, they look like normal persons, but persons with ASD are different in terms of communicating, interacting, behaving, and learning from others. They usually have problems with social, emotional, and communication skills. Persons with ASD have a variety of ways of learning, paying attention, and reacting to situations. This disease usually starts with childhood and typically lasts throughout the persons' lifetime (Center for Disease Control and Prevention, 2020).  SIGNS AND SYMPTOMS OF ASD The Center for Disease Control and Prevention (2020) classified the different signs and symptoms of children or adults who have ASD. They are as follows: They may not point at objects. They may not point at the objects that others point at. They may not have interest in people or have difficulty dealing with They do not have eye contact They prefer to be always alone. They do not understand how others feel. They may appear to be unaware when people talk to them but respond to other sounds.  SIGNS AND SYMPTOMS OF ASD The Center for Disease Control and Prevention (2020) classified the different signs and symptoms of children or adults who have ASD. They are as follows: They may be interested in others but do not know how to communicate or associate with them. They repeat words or phrases uttered to them. They have difficulty expressing their emotions. They do not play pretend games. They keep on repeating their behavior or actions over and over again. They have difficulty adapting to changes in their routines. They may suddenly lose skills that they already had. Scientists believe that genes are the most influential factors that can make a person develop ASD. Other scientists also believe that ASD is hereditary. For others, children born from older parents have the chance for having ASD. It is important that children as early as possible should be sent to pediatrician, child neurologist, child psychologist, or a psychiatrist for early treatment.  The American Psychiatric Association (2018) gave some tips on how adults can help children with ASD. Learn more about ASD. Give children a consistent structure and routine. Talk with parents of children with ASD. Seek doctor's help. Accept with love and respect children with ASD  Meanwhile, teachers can help children with ASD through the following tips shared by Manolis (2016): 1. Minimize the senses used by the students with ASD because these children have difficulty concentrating. 2. Make use of photos, graphs, models, and other visuals. 3. Follow a thorough and programmed routine. 4. Use concrete and simple language. 5. Teach them to communicate and associate with others. 6. Treat them with dignity and respect. VISUAL IMPAIRMENTS Gavin 2018) noted the following causes of visual impairments among children: 1. Amblyopia or lazy eye 2. Strabismus (misaligned or crossed eyes) 3. Birth detects 4. Eye or brain injuries  In the classroom, children who have visual impairments according to Gavin (2018) may need: 1. to be seated near the board, whiteboard, or visual aids; 2. to wear eyeglass, magnifier, or extra lighting; 3. to be given large printed materials for reading or audiobooks; 4. someone's assistance in taking notes; and 5. more time to finish a task or comply with assignments.  The teacher may determine if a child has a possible vision problem if he/she: 1. constantly rubs his/her eyes; 2. is sensitive with lights; 3. is squinting, constantly closing one eye, or has a misaligned eye; 4. cannot see objects at a distance; and 5. has trouble reading what is on the board or difficulty reading the printed material  A teacher who has a student with visual impairment may: 1. give notes which have a larger font size; 2. increase lighting; 3. this soned near the host, whicbord, or visual aids; 4. recommend wearing of eyeglass; 5. inform the parents or guardians regarding the situation of the child; 6. give the child more time to finish the tasks or activities; and 7. personally assist the child when reading, writing, or during group tasks HEARING IMPAIRMENTS Morlet (2016) defines hearing impairment as "a problem with damage to one or more parts of the ear." Morlet (2016) cited the following types of hearing impairments. 1. Conductive Hearing Loss- This is caused by problems with the outer, middle ear, the ear canal, eardrum, or ossicles. There is also a blockage or structural problem with the ear making the sound seems quieter. 2. Sensorineural Hearing Loss- This is the result of a damaged inner ear or the auditory nerve. A person who has this impairment cannot hear clearly, understand speech, and interpret sounds. This hearing loss is permanent. 3. Mixed Hearing Loss- This hearing loss occurs when a person has both conductive and sensorineural hearing impairment. 4. Central Hearing Loss- This impairment happens when the cochlea is working properly, some parts of the brain are not. 5. Auditory Processing Disorder- This is not a hearing loss but a person who has this can easily hear well in a quiet environment. The common causes of hearing impairments may be a genetic disorder, injuries to the ear or head, complications during pregnancy or birth, infections or illnesses, medications, and loud noise (Morlet, 2016). The following are the symptoms of possible hearing impairments: 1. The child does not respond to verbal instructions. 2. The child asks you to repeat what you said. 3. The child always raises his/her voice when speaking. 4. The child has difficulty hearing sounds. When dealing with children with hearing impairments, teachers may: 1. use visual cues; 2. use sign language (if qualified); 3. use eye contact; 4. speak slowly and clearly without shouting; 5. demonstrate or show what you want them to do; 6. use paper and pen to communicate; and 7. use facial and body expressions. Thank You