| Subject: FOR THE TEACHERS |
Author:
Kasandra
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Date Posted: 18:10:44 04/08/04 Thu
Author Host/IP: 65-73-12-82.bras01.cha.wv.frontiernet.net/65.73.12.82
In reply to:
Judy Jordan
's message, "Re: DEAF AND Autistic" on 20:45:28 04/14/03 Mon
Pioneering a Deaf autistic Program
Since March, The Charter School at the National Deaf Academy (CSNDA) has been pioneering a program designed to serve Deaf, Autistic students. We have created a stimulating multi-sensory classroom to respond to the unique needs of our students. To ensure the well-being and success of this program, there are three trained Mental Health Technicians who assist the teacher with the five students throughout the academic day. This also provides each student with ample one-on-one instruction time as well as small group activities......
Our quarterly publication titled, The New Source, is available free of charge....
http://www.nationaldeafacademy.com/newsletter/Fall02/pioneering_autistic_program.htm
>>I have a student who is severely autistic and
>>moderately hearing-impaired. He was diagnosed with
>>the HI and received hearing aids at age 2 and is now
>>7. His mother does not want to deal with the hearing
>>aids any longer and feels they distract him. So she
>>does not want him to wear them at school. He has no
>>spoken words and does not use language on demand or to
>>request. He is in a self-contained autistic class and
>>the teacher uses spoken language and gestures to
>>communicate with him. I am a very experienced teacher
>>of the HI but have not worked with anyone this
>>autistic before. Does anyone have any suggestions for
>>how to keep the hearing aids on him or for any other
>>strategies for communication?
>>
>>>>Hi,>
>>>>>
>>>>I have a profoundly deaf (diagnosed at 4 months),
>>>>autistic grandson, age 7. His autism is closest
>>>>correlated to Asperger-type behavior and was
>>diagnosed
>>>>last year. He was previously tested for autism and
>>>>was determined not to be (age 4). Due to his
>>>>deteriation of behavior at home and school--his
>>Mother
>>>>moved to the town where the resident deaf school is
>>>>located. There a psychologist well-aquainted with
>>>>deaf children diagnosed him. He is now in the "most
>>>>special of special classes at school" where he
>>>>receives almost one-on-one attention continually.
>>>>Through behavior modification and this constant
>>>>attention, he has progressed rapidly. He signs well
>>>>and does very well with math. His reading is
>>>>progressing and his behavior is not quite so
>socially
>>>>unacceptable--at school; in fact, he is forming a
>>good
>>>>friendship with a "normal" deaf child. At home, we
>>>>still battle his sudden outbursts,
>>>>self-abuse(biting/scratching himself) and hitting
>his
>>>>sibling. These incidents are less now, but no less
>>>>disconcerting when it happens. He actually jokes
>and
>>>>teases and is just a relatively pesty child (fairly
>>>>normal in that).
>>>>
>>>>Any suggestions how to curb this obsessive
>behavior?
>>>>We are concerned that he might really hurt his
>>brother
>>>>and a new brother is on the way!
>>>>
>>>>We are considering trying medication such as
>adderal,
>>>>which we tried once before but discontinued to try
>>>>behavior modification.
>>>>
>>>>Ideas?
>>>
>>>
>>>Hi,
>>>
>>>My daughter is 5 1/2 years old and has some self
>>>stimulus
>>>behaviors such as biting, scratching and teeth
>>>grinding.
>>>She doesn't usually bite other people but she
>>sometimes
>>>bites her dad or me just to get attention (like
>>>playing
>>>a game).
>>>
>>>I believe some of her problems are due to her sensory
>>>problems and I give her a chewing toy when she bites
>>or
>>>grind her teeth. That will satisfy her craving for
>>>oral
>>>stimulations. If your grandson knows how to chew
>gum,
>>>it may work for his cravings for biting. I use
>>chewing
>>>toy because she swallows the gum after few seconds
>of
>>>chewing.
>>>
>>>For my daughter's bad behaviors, we use behavioral
>>>modification. We analyze her bad bahaviors and find
>>>out
>>>if there is a reinforcement she gets after the bad
>>>behaviors. For example, she screams during church
>and
>>>I say "SHHHHH". If her purpose of screaming is for
>>me
>>>to say "SHHHH", her screaming is more likely to
>>>increase.
>>>So even though it's really embarrasing being in a
>>>church
>>>with a screaming kid, I would look away and
>completely
>>>ignor her. In other words, I don't give her what she
>>>wants. This approach actually helped us reduce some
>>>of her bad behaviors.
>>>
>>>We haven't tried conventional medication for her so
>I
>>>can't say. Personally speaking, I think you should
>>>try
>>>anything that may help your grandson.
>>>
>>>Best wishes.
>>>
>>>Kaoru
>
>Hello,
>
>Monica, I also teach a hearing impaired and severely
>autistic child. Most of my experience has been with
>hearing autistic students. Autistic children respond
>best to visual cues making sign a great tool for
>giving instruction foreven those who hear. We teach
>them to use
>picture language setting up boards with pictures of
>things
>they want and would be motivated to point to or hand
>to someone in making a request. Picture Exchange
>Communication
>manufactures such boards, although all of the teachers
>at
>my school make their own. The pictures can come from
>anything, even drawings. We use a commercial computer
>program called Boardmaker to produce pictures. You
>can go
>online to read more about these products and methods
>of using them. Autistic children also respond to
>picture schedules showing them what they are going to
>do in the next few minutes. They like their day to be
>predictable and
>will act out if their routine changes. A schedule of
>their
>day in pictures running vertically or horizontally
>(from left to right) will help avoid upsets. It can
>also provide
>a motivator if there is a picture of an activity they
>like
>to do at the end of a schedule of tasks.
>
>My problem is the direction to take with my autistic
>hearing
>impaired child towards academics (he appears to be
>very bright). At 12 he has been taught a whole lot of
>signs, but
>only uses them to get something to eat or stim on. I
>feel
>as though he is as closed in with his autism as Helen
>Keller was with her blindness and deafness.
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