D.ED. IDD NOTES | PAPER NO 2 CHARACTERISTICS OF CHILDREN WITH DEVELOPMENTAL DISABILITIES | Unit 3: Learning characteristics of students with ASD

Table of Contents

3.1. Introduction to ASD (concept, aetiology, prevalence, incidence, historical perspective cultural perspective, myths, recent trends and updates)

1. Concept of Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects a person’s ability to communicate, interact socially, and behave appropriately. The term “spectrum” means that the symptoms and severity can vary greatly from person to person.

Key Characteristics of ASD:

Difficulty in communication (verbal and non-verbal)
Challenges in social interactions
Repetitive behaviors or restricted interests
Unusual responses to sensory experiences (like sounds, lights, or touch)

ASD appears in early childhood and lasts throughout life, although early intervention can improve skills and functioning.

2. Aetiology (Causes) of ASD

The exact cause of ASD is not fully known, but researchers believe that it results from a combination of genetic and environmental factors:

Genetic Factors:
- ASD tends to run in families.
- Certain genes may affect brain development and communication.
Biological Factors:
- Problems during pregnancy or delivery.
- Brain structure abnormalities or neurotransmitter imbalances.
Environmental Factors:
- Advanced parental age.
- Exposure to pollution or chemicals during pregnancy.
- Low birth weight or premature birth.

Important Note:
ASD is not caused by vaccines—this is a widely disproven myth.

3. Prevalence and Incidence of ASD

According to the World Health Organization (WHO), about 1 in 100 children globally has ASD.
In India, there is no exact national data, but studies suggest that 1 in 250 to 1 in 500 children may have autism.
ASD is more common in boys than girls (about 4 times more).

Prevalence refers to the total number of people who have ASD at a given time.
Incidence refers to the number of new cases diagnosed during a particular period.

4. Historical Perspective of ASD

The term “Autism” was first used by Eugen Bleuler in 1911, describing a symptom of schizophrenia.
In the 1940s, two doctors—Leo Kanner (1943) in the USA and Hans Asperger (1944) in Austria—described children with social and communication difficulties. These early descriptions helped define autism as a separate condition.
Earlier, autism was often misunderstood and wrongly linked to bad parenting (e.g., the “refrigerator mother” theory, now completely rejected).

Over time, awareness and understanding have improved significantly, and autism is now recognized as a spectrum disorder.

5. Cultural Perspective of ASD

Cultural beliefs impact how autism is viewed and treated.
In some cultures, autism is misunderstood as mental illness, bad behavior, or even spiritual punishment.
Due to stigma and lack of awareness, children with autism may face discrimination and social isolation.
In India, awareness is growing, but many families still hide the condition due to fear of judgment.

Educators and caregivers must be sensitive to cultural views while promoting inclusive education and awareness.

6. Myths about ASD

Myth	Reality
Vaccines cause autism	This is false; no scientific evidence supports this.
Autism is caused by bad parenting	False; it is a neurological condition, not a result of parenting.
People with autism cannot learn or succeed	False; many individuals with autism have average or above-average intelligence and can thrive with support.
All people with autism have the same symptoms	False; autism is a spectrum, and symptoms vary widely.

7. Recent Trends and Updates

Early diagnosis is improving with better tools like screening at 18–24 months.
Use of technology: Apps, speech-generating devices, and virtual therapy are helping communication and learning.
Inclusive education policies in India (like NEP 2020) promote mainstream education for children with ASD.
Increase in parent support groups, autism awareness campaigns, and training for teachers.
Research is focusing on early brain development, genetic testing, and individualized therapies.

In conclusion, understanding ASD is essential for special educators. It helps in identifying the needs of children, providing appropriate teaching strategies, and building inclusive environments. With early support, awareness, and positive attitudes, children with autism can live fulfilling lives and contribute meaningfully to society.

3.2. Understanding the Spectrum of Autism (communication, interactions, thought and behaviours)

Autism Spectrum Disorder (ASD) is a developmental disability that affects how a person communicates, interacts, thinks, and behaves. The word “spectrum” means that autism affects individuals in different ways and to varying degrees—from mild to severe.

Children with ASD may have difficulties in communication, forming relationships, understanding others’ thoughts and emotions, and showing unusual behaviours or interests.

1. Communication in Autism

Communication can be verbal (using words) or non-verbal (using gestures, facial expressions, tone of voice). Many children with ASD face challenges in both types.

a. Verbal Communication:

Some children may not speak at all.
Others may have delayed speech or limited vocabulary.
Some children may speak but use repetitive language (echolalia) or talk only about specific topics.
They may not understand jokes, sarcasm, or abstract language.

b. Non-Verbal Communication:

Difficulty in using or understanding gestures, facial expressions, and eye contact.
They may not point to show interest or look at someone when speaking.
Their body language might not match their words.

2. Social Interaction in Autism

Social interaction means how people relate and connect with others. Children with ASD may:

Prefer to play alone rather than with peers.
Have difficulty in making friends or understanding social rules (like taking turns, sharing).
Show limited interest in other people’s feelings or emotions.
May not respond to their name or smile back when smiled at.
May seem to be in their own world or uninterested in others.

These challenges make it hard for them to build relationships or participate in group activities.

3. Thought Patterns in Autism

Children with autism may think and process information differently. Some characteristics include:

Having a strong focus on specific topics or interests (e.g., trains, numbers, maps).
Struggling with abstract thinking or imagination (e.g., playing pretend games).
Having difficulty in understanding others’ thoughts, intentions, or emotions. This is called Theory of Mind.
Thinking in a rigid or literal way. For example, if you say “it’s raining cats and dogs,” they may take it literally.
Trouble with problem-solving or changing routines.

4. Behavioural Patterns in Autism

Children with ASD often show unique behaviours. These can include:

a. Repetitive Behaviours:

Repeating the same movement (like hand-flapping, rocking).
Saying the same words or phrases repeatedly.
Arranging objects in a particular way.

b. Restricted Interests:

Very deep interest in a narrow topic.
May talk about the same topic over and over.

c. Sensory Sensitivities:

May be sensitive to sound, light, touch, or smell.
Some children may cover their ears, avoid certain textures, or be fascinated by spinning objects.

d. Resistance to Change:

Discomfort with changes in routine, environment, or people.
They may become upset if something is not in the usual order.

In conclusion, understanding the characteristics of autism helps teachers and caregivers support students more effectively. Every child with ASD is unique. While they may share common challenges in communication, social interaction, thinking, and behaviour, each child has their own strengths and needs.

With patience, proper support, structured teaching methods, and individualized learning plans, students with autism can learn, grow, and succeed in their own way.

3.3. Neurocognitive Theories and their relevance in class room teaching

Students with Autism Spectrum Disorder (ASD) show differences in how they think, learn, and behave. These differences can be better understood using neurocognitive theories. These theories explain how the brain works in people with ASD and how it affects their learning. Understanding these theories helps teachers create better teaching strategies for children with ASD in inclusive and special classrooms.

Key Neurocognitive Theories of ASD

1. Theory of Mind (ToM)

Definition: Theory of Mind is the ability to understand that other people have their own thoughts, feelings, beliefs, and perspectives.
In ASD: Many children with ASD find it difficult to guess what others are thinking or feeling. They may not understand jokes, sarcasm, or facial expressions.
Example: A child with ASD may not understand why a classmate is sad if they have not been told directly.
Classroom Strategy:
- Use social stories to teach emotions.
- Practice role-play activities to improve empathy.
- Use visual aids to show feelings (e.g., emotion cards).

2. Executive Function Theory

Definition: Executive functions are brain processes that help with planning, organizing, remembering, and controlling behavior.
In ASD: Children may have trouble starting tasks, following steps, or shifting attention from one activity to another.
Example: A child may not complete a puzzle because they cannot plan the steps or switch tasks smoothly.
Classroom Strategy:
- Give clear and step-by-step instructions.
- Use checklists and visual schedules.
- Break large tasks into small parts.
- Provide extra time to complete tasks.

3. Weak Central Coherence Theory

Definition: This theory suggests that people with ASD focus on small details rather than the whole picture.
In ASD: Children may be very good at noticing patterns or specific details but struggle to understand the overall meaning.
Example: A student may read a passage fluently but not understand the main idea.
Classroom Strategy:
- Help students connect details to the big picture.
- Use graphic organizers like mind maps.
- Highlight main points in bold or different colors.

4. Enhanced Perceptual Functioning Theory

Definition: This theory says individuals with ASD often have stronger abilities in noticing and processing visual and auditory details.
In ASD: Children may be highly sensitive to sound or lights and may also show special talents in areas like music, art, or memory.
Example: A student may get distracted by the humming of a fan or bright lights in the room.
Classroom Strategy:
- Reduce noise and visual clutter.
- Use visual teaching methods (charts, pictures, videos).
- Recognize and encourage special talents.

Relevance of These Theories in Classroom Teaching

Understanding these theories helps teachers:

Plan lessons that match the thinking style of children with ASD.
Modify the classroom environment to reduce sensory overload.
Use teaching methods that build on the strengths of students (like visuals, structure, and routines).
Support the emotional and social development of children with ASD by teaching empathy, communication, and behavior management.

In conclusion, neurocognitive theories give us valuable insights into how students with ASD learn. Each child is unique, so these theories guide teachers to create personalized and supportive learning environments. By applying these ideas in the classroom, educators can help children with ASD achieve better learning outcomes and improve their social skills.

3.4. Sensory processing in Autism

What is Sensory Processing?

Sensory processing is the way our brain receives, understands, and responds to information from our senses. These senses include:

Sight (Visual)
Sound (Auditory)
Touch (Tactile)
Smell (Olfactory)
Taste (Gustatory)
Balance (Vestibular)
Body Awareness (Proprioception)

In most people, the brain processes this sensory information smoothly. But in children with Autism Spectrum Disorder (ASD), this process can be different.

What is Sensory Processing Difficulty in Autism?

Children with ASD may experience Sensory Processing Disorder (SPD) or Sensory Integration Difficulties. This means their brain may not correctly understand sensory messages. This can lead to two types of responses:

Hypersensitivity (Over-Responsive)
The child is too sensitive to sensory input.
For example:
- Covers ears in normal sounds.
- Avoids bright lights.
- Hates certain textures in food or clothes.
Hyposensitivity (Under-Responsive)
The child is less sensitive and may not notice sensory input.
For example:
- Does not respond to loud noise.
- May not feel pain properly.
- Seeks out strong smells or rough touch.

Some children can have both over-sensitivity and under-sensitivity in different senses.

Examples of Sensory Processing Challenges in Autism

Sense	Hypersensitive Response	Hyposensitive Response
Sight (Visual)	Bothered by bright lights or fast movement	Stares at lights or moves fingers in front of eyes
Sound (Auditory)	Covers ears, avoids noisy places	Doesn’t notice name being called
Touch (Tactile)	Refuses hugs, dislikes certain clothes	Touches everything, enjoys rough play
Smell (Olfactory)	Avoids strong smells	Sniffs objects or people often
Taste (Gustatory)	Refuses to eat certain textures	Craves strong flavors like spicy or sour
Balance (Vestibular)	Fear of swings or moving too fast	Loves spinning or jumping
Body Awareness (Proprioception)	Difficulty judging force or space	May bump into things or people

How Sensory Processing Affects Learning and Behavior

Children with sensory processing issues may:

Have difficulty focusing in class due to noise or light.
Show unusual behaviors (rocking, hand-flapping, spinning).
Avoid activities like coloring, writing, or physical games.
Have meltdowns or tantrums due to sensory overload.
Show poor coordination or clumsiness.

How to Support Children with Sensory Processing Issues

Teachers and parents can help by creating a sensory-friendly environment:

1. Observation and Understanding

Observe what the child avoids or seeks.
Identify triggers of discomfort or stress.

2. Create a Sensory Diet

A sensory diet includes activities that give the child the right kind of sensory input. For example:

Swinging, jumping, squeezing toys, deep pressure activities, etc.

3. Use Sensory Tools

Noise-cancelling headphones
Weighted blankets or lap pads
Fidget toys or sensory bins

4. Modify Environment

Reduce classroom noise.
Use soft lighting.
Give options for seating (bean bags, cushions).

5. Give Breaks

Allow short sensory breaks during lessons.
Create a “calm corner” in the classroom.

6. Use Visual Supports

Picture schedules, visual cues, and signs help reduce confusion.

In conclusion, Sensory processing difficulties are common in children with ASD. These issues affect how they learn, behave, and interact. Understanding these sensory needs and making simple adjustments in home and school environments can help the child feel more comfortable and improve their ability to learn and participate.

3.5. Learning Characteristics and Styles across age and disabilities

Understanding the learning characteristics and styles of students with Autism Spectrum Disorder (ASD) is essential for effective teaching. Every child is unique, and their way of learning may vary depending on their age, level of disability, and individual abilities. Let’s explore this in detail.

1. Learning Characteristics of Students with ASD

Children with ASD may have differences in how they understand, process, and respond to information. Some common learning characteristics include:

a) Difficulty in Social Communication

May not understand facial expressions, body language, or tone of voice.
May struggle with eye contact or taking turns in conversation.
Often prefer limited verbal communication or use alternative communication methods (e.g., gestures, picture cards).

b) Repetitive and Restricted Behaviors

May show repeated behaviors like flapping hands, spinning objects, or repeating words (echolalia).
May prefer routines and get upset with changes.

c) Uneven Skill Development

Strong in some areas (e.g., memory, music, math) and weak in others (e.g., language or motor skills).
May learn to read early but not understand what they read (hyperlexia).

d) Sensory Sensitivities

Over-sensitive or under-sensitive to sound, light, touch, taste, or smell.
May get distracted or overwhelmed in noisy or busy environments.

e) Attention and Focus

May have difficulty in focusing for long periods.
Can become easily distracted or fixated on specific interests.

2. Learning Styles of Students with ASD

Learning styles refer to the preferred way a child learns and understands information. Students with ASD may learn in the following ways:

a) Visual Learners

Understand better with pictures, charts, diagrams, or written instructions.
Use of visual schedules, picture cards (PECS), or social stories can help.

b) Auditory Learners

Learn by listening to instructions, songs, or stories.
May benefit from rhymes or audio recordings, although many children with ASD may have difficulty with auditory processing.

c) Kinesthetic Learners

Learn best through hands-on activities, movement, and touch.
Activities involving role play, models, or manipulatives (blocks, puzzles) can be effective.

3. Age-Wise Learning Characteristics and Needs

Learning characteristics may change as the child grows. Here’s how learning differs across age groups:

a) Early Childhood (0-6 years)

May show delayed speech or language development.
Might not engage in pretend play or show joint attention.
Need structured routines, visual aids, and sensory-friendly environments.

b) Primary School Age (6-12 years)

Academic learning begins; difficulties in reading comprehension, writing, or math may appear.
May struggle with group activities and social rules.
Benefit from individual support, social skills training, and modified curriculum.

c) Adolescents (12-18 years)

May face challenges in emotional regulation and peer relationships.
Interest in specific topics may grow stronger (special interests).
Require life skills training, vocational support, and transition planning.

4. Learning Characteristics Across Disabilities

When ASD occurs with other disabilities (e.g., Intellectual Disability, ADHD, Cerebral Palsy), learning characteristics may further vary:

a) ASD with Intellectual Disability (ID)

Slower learning pace, need for repetition and concrete examples.
Use of simple language, visual aids, and consistent reinforcement.

b) ASD with ADHD

High distractibility, impulsivity, and difficulty staying seated or following instructions.
Need short, engaging tasks, movement breaks, and behavior support plans.

c) ASD with Sensory Processing Disorder

Overreaction or no reaction to sensory input.
Learning environments should be adapted to meet sensory needs.

In conclusion, Students with ASD show a wide range of learning characteristics and styles depending on their age and co-occurring disabilities. Individualized teaching plans, use of visual and sensory aids, structured routines, and positive reinforcement are key to supporting their learning. Teachers must observe each student closely and adapt teaching methods accordingly to ensure meaningful education.

PAPER NO 2 CHARACTERISTICS OF CHILDREN WITH DEVELOPMENTAL DISABILITIES

D.Ed. Special Education (IDD) Notes – Paper 2, Unit 3: Learning characteristics of students with ASD