Many of us have heard of the neurological disorder called autism, and have a general sense of what the term "autism" means and all of the typical behaviors of an autistic child. There are certain symptoms of autism which we can see through the behavior such as: repetitive actions, lack of eye contact, unsociable attitude, no social or emotional reciprocity, delayed spoken language, tantrums, etc. autistic children can not be cured but can be helped. Then the question arises: which are the educational approaches most helpful to children with autism up to five years of age? This paper will present a view of the most recent and the most helpful educational practices used with children who are born this disorder.
The best educational practice for autistic children (ACs) aged one to Five is that as soon as the child has been diagnosed with autism, an educational plan has to be implemented. Parents have also to be educated by professionals or social workers who specialize in the special education field. It is necessary to educate parents because they will be part also in their child’s education. There are a lot of ways of educating ACs: the best approach is by using an individual educational plan, which means that each ACs has his or her own education based on his or her need. An early, intensive, appropriate treatment program will greatly improve the outlook for most young children with autism. Most programs will build on the interests of the child in a highly structured schedule oconstructive activities. Visual aids are often helpful. Treatment is most successful when it is geared toward the child's particular needs. An experienced specialist or team shoulddesign the program for the individual child. A variety of therapies are available, including: speech therapy (which helps the ACs to develop non-verbal communication, speech pragmatics, conversation skills, and concept skills), and music therapy. “Studies have shown that music therapy has a significant, positive influence when used to treat autistic individuals. Participating in music therapy allows autistics the opportunity to experience non-threatening outside stimulation, as they don't engage in direct human contact. As was previously mentioned, music therapy is made specific to each individual.
This is extremely important, because what may be positively received by one autistic may be negative to another” (Evans, R. The Benefits of Music Therapy for Autism.). Music therapy can improve socio-emotional development, encourage communication, and may encourage emotional fulfillment. Another therapy is occupational therapy, which helps the ACs to develop skills for handwriting, shirt buttoning, shoe tying, and so forth. Sensory integration therapy also may help ACs: “Sensory integration therapy is essentially a form of occupational therapy, and it is generally offered by specially trainedoccupational therapists. It involves specific sensory activities (swinging, bouncing, brushing, and more) that are intended to help the patient regulate his or her sensory response. The outcome of these activities may be better focus, improved behavior, and even lowered anxiety” (Rudy, L. J. (2007). All About Sensory Integration Therapy and Autism.). Nutrition is also important for the development of ACs, there are research which shows that Vitamin/mineral therapy offers additional help, for example DMG.
“Dimethylglycine (DMG) is a food substance and is most often used Vitamin/Mineral Therapy. DMG is found, in small amounts, in brown rice and liver. Its chemical make-up resembles that of water soluble vitamins, specifically vitamin B15. DMG does not require a prescription, and it can be purchased at many health food stores. There are no apparent side effects. Reports from parents giving their child DMG indicate improvements in the areas of speech, eye contact, social behavior, and attention span. Two weeks after starting on the DMG, B6 and magnesium can be added. Studies have shown that vitamin B6 may help control hyperactivity, and improve overall behavior. Although improvements vary considerably among individuals, other possible improvements are: speech improvements, improved sleeping patterns, lessened irritability, increased attention span, decrease in self stimulation, and overall improvement in general health” (http://www.autism-pdd.net/treaforme.html#Higashi. retrieved May 25. 2010).
In conclusion, this paper has covered in some detail some of the best educational practices for ACs available today. However in the developing countries like Indonesia, There aren’t enough special schools or therapy centers for children with autism. Therewere a large number of people in the country, children in particular, living with autism although the exact number is yet to be determined. Autism occurs everywhere, including in remote areas, Children there remain undiagnosed only because many parents can’t afford to take their children to the doctor. A lack of proper access to education for autisticchildren has also made it difficult for them to explore their abilities.
References
Evans, R. The Benefits of Music Therapy for Autism. Retrieved May 25. 2010.
http://ezinearticles.com/?The-Benefits-of-Music-Therapy-for-Autism&id=432566
Rudy, L. J. (2007). All About Sensory Integration Therapy and Autism. Retrieved
May 25. 2010. http://autism.about.com/od/treatmentoptions/a/allaboutsi.htm
http://www.autism-pdd.net/treaforme.html#Higashi. retrieved May 25. 2010
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