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Limitations With Social Communication For Children With Autism

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Autism has a vast range of different symptoms, and no two people with the same diagnosis display exactly the same behaviours. Children with autism may struggle to understand abstract concepts, difficulty within social situations, limited awareness and certain behaviour patterns.
Autism is observed by looking at three specific areas of difficulty called the â€oetriad of impairments―.
These are social communication, social interaction and social imagination, all of which may be limited for a child with ASD, alongside sensory issues with sound and touch which can trigger certain behaviour due to stress and anxiety.
Limitations with social communication for children with ASD can cause them to have uneven language acquisition, meaning they may …show more content…

Most children with autism will meet all language milestones up to ages 3 but then regress, which is a key feature of autism, back to much more limited language, or sometimes none. This obviously affects the child’s learning since education is mostly delivered via language however children with
ASD are visual in the way in which they retain skills and learn, so the more pictures used the better for children with ASD. When children are limited with the language they have acquired they can sometimes repeat certain phrases or words which isn’t always appropriate, this is called â€oeEcholalia―. is the way a typical baby of 18months to 3 years learns to process information, however in children with ASD repeating favourite phrases or immediately copying what someone has said is a way of expressing themselves. This poses problems with learning as it limits their expression and can be frustrating. The next area of impairment is social interaction which looks at nonverbal communication, things such as gestures, body language and facial expressions, all of which children with ASD find extremely difficult to decode and respond appropriately to. Similarly, they struggle to initiate …show more content…

This repetitive behaviour however helps to self-regulate the child and their emotions, stopping them from entering crisis. This could be difficult when trying to teach areas of the curriculum not linked with the particular interests or behaviours of the child and therefore not engaging them. Often alongside these repetitive behaviours comes very strict routines or rituals that without doing sends the child into crisis or very high levels of stress and anxiety. These routines can make it challenging when teaching as if it doesn’t correlate with the child’s routines could distress them and consequently disrupting the whole class. Children with ASD likewise can struggle with pretend play as autistic children have a very literal understanding of the world, and don’t always see toys the same as typical children, but sometimes as an object, therefore not using it in the same way a typical child would.
This can make it hard for typical children to interact with children with ASD, and as mentioned

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