Page 134 - Šolsko polje, XXIX, 2018, št. 3-4: K paradigmam raziskovanja vzgoje in izobraževanja, ur. Valerija Vendramin
P. 134
šolsko polje, letnik xxix, številka 3–4
inclusive and avoiding the segregation of children with autism is an im
portant policy objective.
What is autism?
As stated on the website of the international organization Autism Europe
(2018), autism is a complex lifelong disability that is usually apparent from
early childhood and can be diagnosed by appropriately qualified profes
sionals according to international criteria for diagnosis. As scientific re
search has progressed, the diagnostic criteria for autism have changed as
a result of a better understanding of this complex condition. Autism is a
‘spectrum’ condition, which means that the symptoms vary between indi
viduals, ranging from mild to severe. Some can have significant intellectu
al disabilities and require a high level of support in their daily lives, while
others are of average or high intelligence and require a lower level of sup
port. Autism spectrum disorder (ASD) (APA, 2013) is a barely new con
cept, now meaning a disorder that consists of the previously (in DSM-IV)
autistic disorder (autism), Asperger’s disorder, childhood disintegrative
disorder, Rett’s disorder, and pervasive developmental disorder not oth
erwise specified. ASD is characterized by deficits in two core domains: 1)
deficits in social communication and social interaction and 2) restricted
repetitive patterns of behaviour, interests, and activities. Autism spectrum
disorder is diagnosed only when the characteristic deficits of social com
munication are accompanied by excessively repetitive behaviours, restrict
ed interests, and insistence on sameness. People on the autism spectrum
can also experience other difficulties (i.e.: sensory; increased or reduced
sensitivity to light, sound, colour, smell, taste or touch) or have other dis
abilities (Down syndrome, epilepsy, Rett syndrome or tuberous sclerosis).
Autism has a strong inherited basis, although the genetics are complex. It
is becoming evident that autism may result from multigene interactions or
from spontaneous mutations in genes with major effects. Researchers are
also exploring the interaction between genetic and environmental factors.
Although autism is not curable, research has shown that the
best treatments for people with autism are early and specialised behav
iour-based therapies which aim to develop skills of coping with the in
dividual challenges they face, because they often require adaptations to
be made to their living, learning and working environments The impor
tance of early detection of the autism spectrum disorders, that can be di
agnosed accurately before the age of two, (Zwaigenbaum et.al., 2015), fol
lowed by an early intervention, is increasingly recognised (Pijl et.al, 2017;
Zwaigenbaum et.al., 2015).
132
inclusive and avoiding the segregation of children with autism is an im
portant policy objective.
What is autism?
As stated on the website of the international organization Autism Europe
(2018), autism is a complex lifelong disability that is usually apparent from
early childhood and can be diagnosed by appropriately qualified profes
sionals according to international criteria for diagnosis. As scientific re
search has progressed, the diagnostic criteria for autism have changed as
a result of a better understanding of this complex condition. Autism is a
‘spectrum’ condition, which means that the symptoms vary between indi
viduals, ranging from mild to severe. Some can have significant intellectu
al disabilities and require a high level of support in their daily lives, while
others are of average or high intelligence and require a lower level of sup
port. Autism spectrum disorder (ASD) (APA, 2013) is a barely new con
cept, now meaning a disorder that consists of the previously (in DSM-IV)
autistic disorder (autism), Asperger’s disorder, childhood disintegrative
disorder, Rett’s disorder, and pervasive developmental disorder not oth
erwise specified. ASD is characterized by deficits in two core domains: 1)
deficits in social communication and social interaction and 2) restricted
repetitive patterns of behaviour, interests, and activities. Autism spectrum
disorder is diagnosed only when the characteristic deficits of social com
munication are accompanied by excessively repetitive behaviours, restrict
ed interests, and insistence on sameness. People on the autism spectrum
can also experience other difficulties (i.e.: sensory; increased or reduced
sensitivity to light, sound, colour, smell, taste or touch) or have other dis
abilities (Down syndrome, epilepsy, Rett syndrome or tuberous sclerosis).
Autism has a strong inherited basis, although the genetics are complex. It
is becoming evident that autism may result from multigene interactions or
from spontaneous mutations in genes with major effects. Researchers are
also exploring the interaction between genetic and environmental factors.
Although autism is not curable, research has shown that the
best treatments for people with autism are early and specialised behav
iour-based therapies which aim to develop skills of coping with the in
dividual challenges they face, because they often require adaptations to
be made to their living, learning and working environments The impor
tance of early detection of the autism spectrum disorders, that can be di
agnosed accurately before the age of two, (Zwaigenbaum et.al., 2015), fol
lowed by an early intervention, is increasingly recognised (Pijl et.al, 2017;
Zwaigenbaum et.al., 2015).
132
