MEANING AND DEFINITIONS OF THE TERM 'AUTISM'

(i)              Autism, as indicated in the first definition, is a pervasive development disorder. That is why in the diagnostic manual used to classify disabilities.  The DSM-IV (American Psychiatric Association, 1994), autistic disorder is listed as a category under the heading of Pervasive Developmental  Disorders.

(ii)   The children affected with autism display limitations and defects in terms of their communication, social and cognitive behaviours and performances as early as 30 months or 3 years of their age.

(iii)          In addition to their developmental deficiencies or performance deficits in three major areas, communication, social and cognitive behaviours, the children with autism may also be seen to demonstrate the following types of abnormalities in their behavior.

a)     Engagement in repetitive activities and stereotyped movements. the

b)     Resistance to environmental change or change in daily routine

c)     Unusual responses to sensory experiences

(iv)           Autism, defined as a neurological or brain disorder by Advani and Chadha, is mainly caused by the impairments in one's neurological functioning or brain damage.

(v)             A child with autism is adversely affected in terms of the educational performance and day-to-day adjustment in his life.

NATURE AND CHARACTERISTICS OF CHILDREN WITH AUTISM

Children with autism are generally found to exhibit the following typical characteristics in their overall behaviour and personality.

• Cognitive Behaviour-
• Social and Emotional Behaviour
• Physical Characteristics
• Communication and Language Behaviour
• Disturbed or Bizarre Behaviour

EDUCATIONAL MEASURES FOR CHILDREN WITH AUTISM

Education is the primary tool for treating as well as developing the autistic children as independent and useful citizens. Therefore, appropriate efforts should always be made for the desired proper education of these children by taking appropriate decisions about their placement for receiving education, curriculum and methods of teaching, dealing and structuring of the environment, etc. Let us think over these issues.

• Decisions about Placement Alternatives
• Decision about Curriculum
• Decision about Methods, Techniques and Environmental Modifications
•   Methodology and Techniques of Teaching and Dealing with Autistic Children

In this way, appropriate educational measures may be taken for the education and adjustment of the autistic children aiming to make their living as independent and useful as possible. If adopted in an earnest and optimistic way, the proper care and education of the children carried out in perfect collaboration between the home and school may bring quite positive results. Contemporary research information and experiences speak quite optimistically about the education and adjustment of the autistic children. Many of the individuals, who have been autistics in their earlier days, are now leading quite normal and successful life as a result of the earlier positive interventional and educational efforts.