Introduction to the Special Issue: Response to Intervention within the Context of Specific Learning Disabilities, Emotional Disturbance, Autism Spectrum Disorders, and Early Childhood Special Education

2013 ◽  
Vol 21 (1) ◽  
pp. 1-4 ◽  
Author(s):  
Jennifer H. Lindstrom
Keyword(s):  
Learning Disabilities ◽  
Early Childhood ◽  
Autism Spectrum Disorders ◽  
Emotional Disturbance ◽  
Early Childhood Special Education ◽  
Autism Spectrum ◽  
Specific Learning Disabilities ◽  
Special Issue ◽  
Spectrum Disorders ◽  
Specific Learning

Hidden impairments

2019 ◽  
pp. 726-745 ◽  
Author(s):  
Marios Adamou ◽  
John Hobson
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Autism Spectrum Disorders ◽  
Neurodevelopmental Disorders ◽  
Autism Spectrum ◽  
Specific Learning Disabilities ◽  
Hyperactivity Disorder ◽  
Chronic Disorders ◽  
The Individual ◽  
Specific Learning

This chapter on hidden impairments considers the neurodevelopmental disorders including autism spectrum disorders and attention deficit hyperactivity disorder and their impact on employment and how occupational health (OH) professionals can provide appropriate advice on fitness to work. These chronic disorders have a combined prevalence of up to 6%, are highly co-morbid, and commonly present with specific learning disabilities such as dyspraxia, dyslexia, and dyscalculia. As the term implies, they are often missed by clinicians and are costly to society. With equality legislation and increasing diagnosis of neurodevelopmental disorders, OH professionals should be aware of the functional impact of these conditions and the behavioural and cognitive challenges to performance at work so they can best support the individual and advise the employer. The chapter provides guidance on how work can be designed and organized to enable people with neurodevelopmental disorders to obtain and retain suitable employment and to benefit from work.

Integrated Support of Students With Autism Spectrum Disorders and Learning Disabilities

2021 ◽  
pp. 1-14
Author(s):  
Yefim Kats
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Autism Spectrum Disorders ◽  
Instructional Technology ◽  
Holistic Approach ◽  
Integrated Approach ◽  
Autism Spectrum ◽  
Technology Support ◽  
Educational Environments ◽  
Spectrum Disorders

This chapter outlines the integrated approach to support children and young adults diagnosed with learning disabilities and autism spectrum disorders (ASD). In this context, the authors, first, discuss the legislative background providing legal basis for the disability support in educational environments. They, further, address psychological and neurological aspects of learning disabilities and ASD diagnostics and consider how legislative and neurological issues influence special education methods, counseling, and instructional technology support. The educational tools addressed include mobile devices and applications, virtual reality, and robotics. The chapter concludes with a report on the development of college-level course in instructional technology, intended for technology facilitators and teachers working with the ASD students. The case study focuses primarily on the use of the affordable and popular LEGO robots. The holistic approach to support of those with disabilities, outlined in the chapter, combines educational leadership issues, psychological and job counseling, special education methods, and instructional technology.

Integrated Support of Students With Autism Spectrum Disorders and Learning Disabilities

2022 ◽  
pp. 539-552
Author(s):  
Yefim Kats
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Autism Spectrum Disorders ◽  
Instructional Technology ◽  
Holistic Approach ◽  
Integrated Approach ◽  
Autism Spectrum ◽  
Technology Support ◽  
Educational Environments ◽  
Spectrum Disorders

This chapter outlines the integrated approach to support children and young adults diagnosed with learning disabilities and autism spectrum disorders (ASD). In this context, the authors, first, discuss the legislative background providing legal basis for the disability support in educational environments. They, further, address psychological and neurological aspects of learning disabilities and ASD diagnostics and consider how legislative and neurological issues influence special education methods, counseling, and instructional technology support. The educational tools addressed include mobile devices and applications, virtual reality, and robotics. The chapter concludes with a report on the development of college-level course in instructional technology, intended for technology facilitators and teachers working with the ASD students. The case study focuses primarily on the use of the affordable and popular LEGO robots. The holistic approach to support of those with disabilities, outlined in the chapter, combines educational leadership issues, psychological and job counseling, special education methods, and instructional technology.

scholarly journals Early childhood antibiotics use and autism spectrum disorders: a population-based cohort study

2018 ◽  
Vol 47 (5) ◽  
pp. 1497-1506 ◽  
Author(s):  
Amani F Hamad ◽  
Silvia Alessi-Severini ◽  
Salaheddin M Mahmud ◽  
Marni Brownell ◽  
I Fan Kuo
Keyword(s):  
Early Childhood ◽  
Cohort Study ◽  
Autism Spectrum Disorders ◽  
Population Based ◽  
Autism Spectrum ◽  
Antibiotics Use ◽  
Spectrum Disorders

scholarly journals Controversial issues in comorbidity between epilepsy and autism: subclinical epileptiform activity and autistic epileptiform regression

2019 ◽  
Vol 14 (1) ◽  
pp. 40-48
Author(s):  
G. V. Kuzmich ◽  
A. N. Sinelnikova ◽  
K. Yu. Mukhin
Keyword(s):  
Early Childhood ◽  
Autism Spectrum Disorders ◽  
Present Article ◽  
Clinical Significance ◽  
Epileptiform Activity ◽  
Autism Spectrum ◽  
Childhood Autism ◽  
Controversial Issues ◽  
Spectrum Disorders ◽  
The Impact

Early childhood autism, or autism spectrum disorders, is an extremely heterogeneous group of conditions that share similar symptoms of dysontogenesis. The most significant comorbidity in patients with autism is epilepsy, which is still associated with a variety of controversies. The present article covers the most controversial aspects of comorbidity between autism and epilepsy, including the impact of psychopharmacotherapy on the risk of epilepsy, clinical significance of epileptiform activity on the electroencephalogram in patients without epilepsy, and criteria for and prevalence of autistic epileptiform regression syndrome. We found that there is still a lack of reliable evidence for the majority of issues related to the combination of autism and epilepsy. We emphasize the need for further studies. We also provide a detailed description of the history, criteria, prevalence, and clinical examples of autistic epileptiform regression syndrome.

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