Week 4 Reading Summaries

Lee, Cindy,R.N., M.Sc, Walter, Garry, MB BS, BMedSc,PhD., F.R.A.N.Z.C.P., & Cleary, Michelle,R.N., PhD. (2012). Communicating with children with autism spectrum disorder and their families: A practical introduction. Journal of Psychosocial Nursing & Mental Health Services, 50(8), 40-44. doi:http://dx.doi.org/10.3928/02793695-20120703-06

Autism spectrum disorder (ASD) is a birth disability having significant effects on the abilities to communicate and develop social connections with others that they interact with. Difficulties are apparent in multiple areas that consist of intellect and the ability to learn effectively in all areas. It may be hard for parents to grasp the new techniques to cope with their child’s needs but it is equally if not harder for educators to care for children with ASD. Communication is a huge factor that challenges people involved due to child’s attention span being shortened and having differences with their senses. Sciences and studies have stated that with an increase of knowledge and new methods to help understand and communicate with their child will enhance the ability to connect. Unorganized language is most noticeable along with expressions made with facial and body gestures as they are impaired and require skills to translate and understand. Communication is a form of transferring messages to one another where direction is required and followed with interpretation of that message to understand what is being said. Connections between individuals is in direct relation to the ability to communicate and understand one another with a response, most commonly using verbal language but a child with ASD is unable to do so. Children with autism will show communication containing high levels of non-verbal language along many hand gestures, often not showing their feelings or voicing the interactions they need to develop socially. Methods that parents and educators may find useful in helping children with ASD learn and communicate effectively include using patience and commitment to help learn the triggers and observe gestures and their meanings. Having the ability to understand is only apparent when there is commitment and knowledge that fuel connection and interpretation between the relationships. Using language that is spoken in short passages and simple phrases rather than detailed long conversations is noticed to be more beneficial as children with ASD can grasp the concept and follow the thoughts. Learning how to communicate with an autistic child is not only rewarding for the educator but helps the child develop trust and connect with people using communication that does not come naturally for them.

Chard, D. J., Baker, S. K., Clarke, B., Jungjohann, K., Davis, K., & Smolkowski, K. (2008). PREVENTING EARLY MATHEMATICS DIFFICULTIES: THE FEASIBILITY OF A RIGOROUS KINDERGARTEN MATHEMATICS CURRICULUM. Learning Disability Quarterly, 31(1), 11-20. Retrieved from http://search.proquest.com/docview/233087514?accountid=10910

Success rates of subjects in schools are of most concern in the education setting particularly for mathematics subjects. Reasons for low grades are defined as possible distractions when key information is being spoken along with possibilities to learn ‘more’ at a younger age was missed. Some children, although they ‘heard’ the information may not have fully grasped or understood the concept behind what they were learning indicating that educators need to be aware of individual students within their class and alter the program to suit their needs. Mathematics education is being encouraged to start as early as the kindergarten setting to focus on early development of concepts involved when the mind is eager to learn more and can understand at a fast pace. Children require understanding in mathematical subjects to create a successful and progressive society. The ability levels around United States schools cause concern when compared to the average National levels, with many different impairments and backgrounds being attributed to this cause. Children in the early education setting are encouraged now to ‘think’ mathematically and use these thoughts to help them ‘learn’ in order to turn the results into positive understanding. Overcoming obstacles are needed to change the result statistics, including teachers that have not correctly prepared their lesson to fit the needs of their students or followed the guide lines described within the standards will need to change how the class is conducted. Due to the age levels of the children, high expectations are not made and quite often subject interpretation is dependent on the quality and consistency of instructions given. Early Leaning in Mathematics (ELM) Program has been designed to enhance student learning and development with number sense at the kindergarten age level where they already showing signs of using mathematical concepts. This program also helps the educators learn how to effectively teach young children a potentially daunting subject.