You need to travel somewhere with your child who is autistic. The key for a succesful vocation is preparation! 

Going somewhere require a preparation for both non- autistic and  autistic families with children. Preparation  has a different meaning for autistic family.You should read everything about the place you are going but also you will need to prepare your children for the trip.

Preparing an autistic child for vacation should begin with an understanding of their core problem areas. If sensory issues are a problem, then you need to address them. For example, an amusement park visit may require headphones/earplugs for a child with audio difficulties. If you child is on the gluten free/casein free diet, then reserve a room with a refrigerator. That’s simple, right?

What about preparing your child in other ways? Perhaps a social story discussing issues that come up on the ride — like hitting your sister or singing the Mickey Mouse theme song 91 times. Rent a video of your destination for your child to watch. Order a DVD from the tourism bureau. Or a library book on the destination. If they use visual schedules, then prepare a visual schedule.

Also think through the location. The beach is a family favorite but could be an issue for any child. The sound of the waves, feel of sand and wind, taste of the water, bright sun — all together equals sensory overload. Maybe you put sand in a bucket and dip their feet in? Or you can buy a wave CD and play it at night for a few weeks before you leave. And if worse comes to worse, you divide and conquer. One parent takes the sibs to the beach and the other to the pool. Or you all visit the pool together.

Taking the time to prepare can help you anticipate several problems. This will allow you to roll with the problems you didn’t anticipate.

While learning disorders are being diagnosed earlier and earlier nowadays, sometimes certain cases still slip through the cracks. This is unfortunate, since the sooner a problem is identified, the sooner it can be dealt with. However, it’s always better to know that an issue exists than to never know, so if this is what’s happened with your family, keep in mind that there are still plenty of treatment options available to your child. Of course, the first step is figuring out whether or not your child has a learning problem, and if so, which one.

Below, you’ll find a list of symptoms grouped by disability type: Dyslexia: Teenagers and adults who have yet to be diagnosed with dyslexia may have considerable difficulty with spelling. This may be demonstrated by spelling the same word multiple ways within the same essay. Those with dyslexia often rely heavily on phonetics when trying to spell a word. They may also write their letters or punctuation marks incorrectly (backwards, upside down, etc.) or put them in the wrong order.

Dyscalculia: People who don’t know that they have dyscalculia may still have extreme difficulty with basic mathematical principles and practices, such as addition and subtraction. They may have trouble dealing with number sequences, columns of numbers, and mathematical symbols. Other common signs of dyscalculia include overreliance on calculators and confusion with left and right.

Dysgraphia: Those with dysgraphia have a hard time writing or drawing within a defined space, like a piece of lined paper. This is due to poor development of fine motor skills. Another symptom of dysgraphia is illegible handwriting, which isn’t due to carelessness, but instead indicates a difficulty with handling a pen or a pencil. Audio and Visual Perception Disabilities: If your child often has to ask you to repeat yourself, it may be a sign that they have an audio perception problem. It’s not that he or she isn’t listening carefully enough to you, it’s that their brain is unable to sort out which sound or tone to interpret first. Those with visual perception problems may transpose letters, punctuation marks, numbers, and mathematical symbols. Once again, this is an issue of sequencing malfunction in the brain, not lack of attention.

Memory Disabilities: These can manifest themselves in different ways. One common symptom is the inability to retain information that has just been relayed. For example, if your child can’t remember a passage that they have just finished reading, they may continue to reread that passage over and over again. This indicates a problem with short-term memory. Long-term memory problems may announce themselves through difficulties with retrieving information. For instance, if your child can’t recall the mathematical formula that allows them to calculate the circumference of a circle, long-term memory problems are at fault. Of course, the two are related, since if a piece of information doesn’t stick in your short-term memory, it won’t make it to your long-term memory either.

Special children should be given a great deal of help. Special education is offered to children to help them live normally and deal with their society. When you are helping an autistic child, there are instances that you may feel a little frustrated or disappointed.

Special education conducted to these children should have continuous, multi faceted and special approach of intensive guidance and care. These autistic children with 60 to 70 IQ rating have better chances of learning compared to children aged 5 to 6 who have spontaneous speech.

Here are some special education guidelines and tips that can help you take good care and provide special attention to autistic children.

1. You have to make your child feel that he is a part of the family. However, it is better if he feels that he is not the center of attention in the family just because he is special or disabled. Like normal children, special children need proper attention to help them when dealing with their environment.

2. You may use behavior modification skills to change those common undesirable behaviors that your child portrays. You may use practically known rewards that he usually likes. In this way, you will be teaching him how he can increase his motivation.

3. It is advisable that you compliment him with good praises. You may provide him ten complimentary statements for every effort of change and corrections.

4. You should always look attentively to his warning signs. Make an effort to observe and study his movements. You may teach him how he can recognize and follow some basic instructions and directions.

5. You should allow your child to observe you as you show him that he is special and should be treated differently. Usually, most autistic children are confused with the changes that are happening in his environment.

6. You should find the best educational institution that can provide him the needed skills and best childcare program. Know your child’s special needs so that you can assess the educational program that you choose. There are early intervention programs that offer special education to autistic and disabled children who are not yet ready to get into schools.

7. You should always be consistent in providing him the needed knowledge and assistance. You may create a special routine that he can easily notice. Special education programs can provide you guidelines and tips things regarding child behavior and mental development.

8. Make sure that you have an organized and well-executed movements and routines. If you are trying other things and you are unsure of the things you are teaching him, he may be confused and will tend to lose focus.

9. Special education programs suggest that you use the same set of words or statements every time your child is praised or corrected. Many autistic children do not easily learn well from experiences. They just follow an organized routine that they see and hear from the people attending to them.

Finding a support group in your community is one good way in motivating your child and the whole family. You may join a parent groups that have the same case of having autistic children. Most importantly, love is the most important factor that will help your child learn and cope with his environment.

http://specialeducationdegree.info where you can get information about making education choices and learn about the benefits of online degrees.

Autism is defined as a neurodevelopmental disorder that reveals itself in a pronounced abnormal social interaction, patterns of interests, patterns of behavior, and communication ability. The specific cause of autism is unknown, some researchers suggest that autism results from genetically-influenced vulnerabilities to environmental triggers. It is estimated that autism occurs in as many as one child in 166 in the United States. Families that already have one autistic child, the odds of a second autistic child mau be as high as one in twenty. Autism is 3 to 4 times more common in boys. However, girls with the disorder tend to have more severe symptoms and greater cognitive impairment.

The word autism was first used in the English language by the Swiss psychiatrist Eugene Bleuler in a 1912 issue of the American Journal of Insanity. It comes from the Greek word for “self.” Bleuler used it to describe the schizophrenic’s seeming difficulty in connecting with other people. However, the classification of autism did not come into play until the middle of the twentieth century, in 1943 Dr. Leo Kanner of the Johns Hopkins Hospital in Baltimore reported eleven child patients with striking behavioral similarities, and introduced the label early infantile autism. He suggested “autism” from the Greek (autos), meaning “self,” to describe children lacking interest in other people. Kanner’s first paper on autism was published in (now defunct Journal) The Nervious Child. An Austrian scientist, Dr. Hans Asperger, made similar observations. however, his name has since been attached to a different and higher-functioning form of autism know as Asperger’s syndrome. Dr. Asperger’s work was not nationally recognized until after World War II in Germany, and his major work wasn’t translated into English for almost fifty years. The majority of Dr. Asperger work wasn’t widely read until 1997.

Autism may not be physiologically obvious. A complete physical and neurological assessment will often be part of diagnosing autism. Recently, researchers at the University of Pennsylvania School of Medicine have found a connection between autism, abnormal blood vessel function and oxidative stress. The study suggest that, if researchers can discover more evidence linking decreased blood flow to the brain and oxidative stress with the pathology of autism, improvement in therapy could be found.

During my thirty five years experience as a mental health professional I have had the opportunity to work in several community mental health programs which exposed me to most mental disorders on a daily basis, including autism. This environment afforded me precious opportumity to interact directly with parents and caretakers of children disgnosed with infantile autism. Also, as a therapist, many mothers of autistic children discussed with me their profound feelings of guilt, shame, helplessnes, and frustration being the parent of an autistic child. These mothers said they often feel personally responsible for their child’s autism, and unconsciously blame themselves.

Recently I read an article titles: Autism’s Parent Trap, New York Times, OP-ED page, June 5, 2000. Ms. McGovern, the author, aim to caution parents concerning the popular, but unrealistic and determination of their abilities to enable an autistic child to lead a normal life is clearly evident: And the setting for the parent trap. To make the connection between unrealistic expectation of recovery from autism and possible devastating outcome, Ms. McGovern reported on three cases in which parents were accused of killing their autistic children, these cases occurred in England and the United States within a short span of one month: In one case the mother committed suicide, as well. In this instance, for three children with autism, the disconnect between parental expectation and limited progress may have been lethal. The occurrence of parent killing their maladjusted child, and often themself, is not as rare as we may think.

The New York Times article triggered my desire to learn why parents, mostly mothers, experienced such intense negative emotions that would cause them to kill their autistic children, and often themselves; as an act of love. Is there a social connection that cause parents, especially mothers, of children born with birth defects or developmental disabilities to experience such extreme shame and guilt?

If you are the mother of a child diagnosed with autism you already know that no matter what you do for or with your child, you still feel guilty. You feel guilty primarily because no one know the causes or have a cures of autism. Therefore, you may feel that anything you did could be your fault, or did you do everything that would help. You know that your child did not acquire autism for the lack of motherly love. However, you are not so certain about that small glass of wine you had when you were pregnant. And what about the vaccines you allowed the doctor your child? Since no one can tell you what causes autism, it is very easy to decide that it was your fault.

Let’s face it, society has a rich history of blaming mothers for imperfect children; be it psychological, physiological, or sociological it is always the mother’s fault. After all, it wasn’t very long ago that mothers were blamed for their sons’ homosexuality. And during the 1940’s the term refrigerator mother was coined as a label for mothers of autistic children. These mothers were often blamed for their children’s atypical behaviors. Mental health professionals suggested that autism was the product of mothers who were cold, distance and rejecting, depriving the child an opportunity to bond property.

Therefore, having a greater understanding of the social foundation which motherhood is erected it requires no great leap to comprehend why women blame themselves and experience profound guilt when they give birth to children with life-long defects. Culture teaches mothers that when something goes wrong with the kids or in the family its usually their fault. Many mothers internalized the social expectations that they must do everything, and do it very well, and when they fail to meet these high expectations; they feel guilty. The emotion of guilt is not innate, or a part of the human gene pool, but guilt can be passed-down from generation to generation. I am not suggesting that women are hard-wired to feel guilt. However, women are socialized very early as nurturers, and to accept responsibility for the happiness of others. While this is an impossible and unreasonable task. Yet, many women experience it as their goal and feel guilty even when they have done their best.

Based on the U.S. Department of Education’s 2002 report to Congress on IDEA the number of students with autism in U.S. schools has increased by 1354% in an eight-year period from 1991-1992 to 2000-2001 (as cited by the Autism Society of America, 2003). This increase is almost fifty times higher than all disabilities (excluding autism), which has increased in the U.S. by 28.4%. From 1991-1992 to 2000-2001 school years, the number of students with autism that are being served under IDEA has increased from 5,415 to 78,749 respectively (as cited by Autism Society of America, 2003). According to the Center for Disease Control in 2001, autism affects an estimated 2 to 6 per 1,000 individuals and it is the most common of Pervasive Developmental Disorders (as cited by the Autism Society of America, n.d.). Based on these statistics, it is estimated that 1.5 million Americans are believed to have some form of autism (Autism Society of America, n.d.). Autism has been found to affect all races, cultures, socioeconomic statuses, and educational backgrounds (Autism Society of America, n.d.). This rate of growth in autism not only signifies a need for more professionals to be trained to teach individuals with autism, but the need for increased training and support for families of children with autism. Parents of children with autism are coping with a considerable amount of stress and an overwhelming amount of information about the disability. Families of children with autism can benefit from support from professionals, other family members, and society, in order to manage the stress effectively.

Parents of children with autism take on many roles in their child’s education. They must first recognize and pursue a diagnosis for their child. Once an accurate diagnosis is made, they must find a suitable program and services for their child. Parents need to also act as teachers in the home so that their children learn to generalize skills in the home that they are taught at school. In order for parents to be effective teachers, they need to have specialized knowledge, skills, and information about the efficacy of different treatment programs (Educating Children with Autism, 2001). Because parents are also advocates for their child, they need to have knowledge of special education law and the available services. Due to the stress level of raising a child with autism, parents need coping skills (National Academy Press, 2001). According to a study by Gallagher, (as cited by National Academy Press, 2001), the multiple roles of the parent as teacher, advocate, loving parent, and family member can be extremely demanding for parents.

In 2000 Nissenbaum, Tollefson, and Reese (as cited by The National Autistic Society, n.d.), studied the impact of an autism diagnosis on families. They found that parents actually felt relieved at having an explanation for their child’s unusual behaviors (National Autistic Society, n.d.). The diagnosis alleviated concerns that they were doing something wrong (National Autistic Society, 2000). As with other parents of children with disabilities, many parents or children with autism go through a grieving process after receiving the diagnosis of autism.

Based on research, the education of children with autism is a source of a great deal of stress for many families. Research conducted by Holroyd and McArthur in 1976 and by Donovan in 1988 (as cited by the Autism Society of America, n.d.) found that parents of children with autism experience greater stress than parents of children with mental retardation and Down Syndrome. This stress may be a result of the maladaptive and antisocial behaviors a child with autism may exhibit (Autism Society of America, n.d.). Because individuals with autism often have difficulty expressing even basic wants or needs, parents may feel frustrated when they are unable to determine the child’s needs (Autism Society of America, n.d.). The child with autism may exhibit frustration through self-injurious behaviors, aggression, or tantrums that threaten the safety of others (Autism Society of America, n.d.). Parents may feel that the stereotypic or self-stimulatory behaviors (ie: hand-flapping, tapping, lining things up, perseveration on an object), of their child with autism are strange and interfering with functioning (Autism Society of America, n.d.). Because children with autism usually have severe deficits in social skills, such as playing appropriately with peers, parents may find themselves stressed with finding appropriate leisure activities for the child at home (Autism Society of America, n.d.). Some children with autism have difficulties sleeping and may only eat limited food items, which causes another source of struggle for parents (Autism Society of America, n.d.). Family dinners may be disrupted or shortened and bedtimes may be interrupted. Sleep deprivation is common in both the child with autism and the parents of the child. Society reactions can also have a major impact on family stress and may cause the family to avoid community outings or family events (Autism Society of America, n.d.). Families may not go to family get-togethers because the child has difficulty interacting with others (Autism Society of America, n.d.). Families are sometimes embarrassed around extended family members and may have difficulty relating to other family members.

Another stress for parents is learning about all of the methods and strategies to teach children with autism. They must learn about these methods so that they can help to determine an appropriate educational placement for their child with autism and so that they can be active members in the IEP process. There are currently many treatment approaches and strategies to teach children with autism. Current methods include Applied Behavior Analysis, Discrete Trial instruction, Picture Exchange Communication System, TEACCH, Floortime, RDI, Social Stories, and Sensory Integration. Once strategies are determined, using some of these methods has potential to reduce family stress and enhance the family’s quality of life. Because many children with autism have difficulty generalizing skills, it is extremely important for parents to carry over the child’s skill training from school to the home. Parents can also be effective teachers.

Families that are taught effective behavioral intervention strategies to manage challenging behaviors, are taught and involved in the functional assessment process, are trained in facilitating functional communication (both verbal and non-verbal), have been found to have greater success at home with the child with autism (Moes & Frea, 2002). When determining behavior plans, professionals need to take into consideration family routines when analyzing challenging behaviors (Moes & Frea, 2002). Behavioral interventions are more successful and meaningful to families when their beliefs, values and goals are taken into consideration (Moes & Free, 2002).

A family centered educational approach may be the most beneficial to a child with autism and their families (National Academy Press, 2001). Formal support may come from teachers, IEP team members, doctors, the local education agency representative, and other professionals that treat the child. Informal support may come through parent networking, parent support groups, families, and neighbors. According to Bristol in 1987, “parents found a positive relationship between adequacy of social support, the use of active coping behaviors, and family adaptation for parents of children enrolled in the TEACCH program” (National Academy Press, 2001, p.34).

Coping with a child with autism is difficult and stressful for many families. As with the impact of socioeconomic status and ethnicity of the parents, there is not yet a lot of research on the stress levels of parents based on the child’s cognitive level and communication level. Based on current research, in order to cope with the stress of having a child with autism and to experience gains in their education at school and at home, parents need to learn specialized skills and teaching methods that can be implemented at home. Successful collaboration and training with professionals working with the child with autism has the capability of reducing family stress and an increase in the child with autism’s communication, socialization, cognitive, adaptive skills and a reduction in maladaptive behaviors in the home environment. Professionals working with students with autism must include the parents as advocates in the IEP process, functional behavior assessments, and behavior intervention plans.

Professionals must provide opportunities for parents to be trained in teaching methodologies used at the school. Professionals must also consider themselves a source of support for families of children with autism and be knowledgeable about special education law, treatment methods and scientific research. As a teacher of young children with autism, I have witnessed first hand the benefits of conducting parent trainings and support groups, whether they are on a group basis or an individual basis. Based on parent feedback, parent trainings and support groups are extremely beneficial to those that attend, and most parents express that there is never enough time to talk with the teachers and other parents–there is always a desire to learn more and for more opportunities to collaborate.

The fastest growing diagnosis within the disability of Pervasive Developmental Disorders is Autism Spectrum Disorder.

Children diagnosed with Autism Spectrum Disorder are from all socioeconomic groups, as well as cultural, racial, and ethnic populations. More students with Autism Spectrum Disorder will be found in every community and neighbour hood due to the increased identification of the disorder. Estimated annual cost of educating and caring for individuals with Autism Spectrum Disorder is to be around 90 billion dollars according to the Autism Society of America. Early diagnosis and intervention is a key factor in reducing treatment costs by two-thirds.

There are five related developmental disorders placed under the umbrella category of Pervasive Developmental Disorders. They include:

1.Autism Spectrum Disorder
2.Asperger’s Syndrome
3.Childhood Disintegrative Disorder
4.Rett’s
5.Pervasive Developmental Disorder – Not Otherwise Specified

Specific Aspects of Autism Spectrum Disorder

•Autism Spectrum Disorder affects the neurodevelopment system. The results are distinct learning and behavior characteristics
•Autism Spectrum Disorder has an underlying biological/genetic cause that produces organic and/or physical changes during brain development. This results in atypical cognitive and social development and behaviors
•Autism Spectrum Disorder affects individuals uniquely
•Autism Spectrum Disorder does not result from poor parenting
•Autism Spectrum Disorder affects the individual’s ability to integrate sensory information and regulate their emotions

There are five deficit areas to consider as diagnostic criteria for identifying individuals with Autism Spectrum Disorder, they are:

1.Communication
2.Socialization/Social skills
3.Restricted interests
4.Sensory integration
5.Behavior

Individuals diagnosed with Autism Spectrum Disorder exhibit varying degrees of difficulties in these five areas.

Recent research shows students with Autism Spectrum Disorder exhibit the same early symptoms that include:

•Lack of eye contact
•Lack of joint attention (attention to the same item or topic as another person)
•Atypical sensory/motor processing

Goals and Objectives for Students with Autism Spectrum Disorder

The general education teacher must ensure that students with Autism Spectrum Disorder have goals and objectives designed to promote the development of independent living, academic skills, and appropriate social behaviors and skills.

It is essential that these goals be introduced early and addressed annually in the individualized education program. If these goals are not addressed until the child reaches secondary school, there is a higher potential for many students with Autism Spectrum Disorder leaving school not able to live independently, succeed academically or be gainfully employed.

In order to help provide a smooth transition to a post-high school setting, the responsibilities of the IEP (individualized education program) team may include:

•Developing goals and short-term objectives that promote self-monitoring and independent living skills

Secondary individualized education program teams have the responsibility to identify the long-term supports these students will require for academic, economic and social independence. They must ensure students with Autism Spectrum Disorder have long-term goals that specify the need for explicit instruction in the essential social skills necessary for all post-secondary academic, social, and/or vocational settings. Students with Autism Spectrum Disorder must be given multiple opportunities in a variety of social, academic, and vocational contexts to practice these skills.

Of highest priority is ensuring that students with Autism Spectrum Disorder acquire the essential social and daily living skills they need for a responsible integration into the community.

Transition Goals and Objectives of the Individualized Education Program team may include:

•Providing students with Autism Spectrum Disorder vocational and career exploration
•Experiences to assist them with learning which careers or college majors can accommodate their uneven academic and/or social development while at the same time utilizing their unique abilities and interests
•Opportunities to acquire vocational and/or work-related behaviors and skills required for successful employment and/or educational settings

Written by: Connie Limon. Visit us at http://www.about-autism.info for more information about Autism Spectrum Disorder.

Autism is a developmental condition affecting the way the brain processes information. It occurs in varying levels of severity and is a lifelong condition; children with autism become adults with autism. Much can be achieved to make life less challenging with appropriate education and support. It is crucial that there are services in place to meet the needs of the half a million people with autism in the UK today.

The National Autistic Society (NAS) welcomes research into all areas which may further our understanding of autism.

The causes of autism are still being investigated. Many experts believe that the pattern of behaviour from which autism is diagnosed may not result from a single cause. There is strong evidence to suggest that autism can be caused by a variety of physical factors, all of which affect brain development - it is not due to emotional deprivation or the way a person has been brought up.

There is evidence to suggest that genetic factors are responsible for some forms of autism. Scientists have been attempting to identify which genes might be implicated in autism for some years.

Autism is likely to have multiple genes responsible rather than a single gene. The difficulty of establishing gene involvement is compounded by the interaction of genes and by their interaction with environmental factors. For these reasons genetic testing to diagnose a pre-disposition to an autism spectrum disorder is not, at present, possible.

A diagnosis is the formal identification of autism, usually by a health professional such as a paediatrician or a psychiatrist. Having a diagnosis is helpful for two reasons:

• it helps people with autism (and their families) to understand why they may experience certain difficulties and what they can do about them
• it allows people to access services and support.

Peoples GPs can refer them to a specialist who is able to make a diagnosis. Many people are diagnosed as children; parents, carers and professionals who work with children such as teachers can all ask GPs for a referral.

Some professionals may refer to autism by a different name, such as autism or autistic spectrum disorder (ASD), classic autism or Kanner autism, pervasive developmental disorder (PDD) or high-functioning autism (HFA).

The exact cause of autism is still being investigated. However, research suggests that a combination of factors genetic and environmental may account for changes in brain development.Autism is not caused by a persons upbringing, their social circumstances and is not the fault of the individual with the condition.

Autism is much more common than most people think. There are over half a million people in the UK with autism - thats around 1 in 100 people.People from all nationalities and cultural, religious and social backgrounds can have autism, although it appears to affect more men than women. It is a lifelong condition: children with autism grow up to become adults with autism.