Introduction
Autism is a personality disorder which causes a person to form repetitive behavior patterns which also impairs their social interaction at the community level with other people. Some people who have autism may live a normal life while the majority of them usually have learning challenges which will always require specialist support (Chandroo, Strnadová & Cumming, 2018) . In addition, people suffering from autism will also have unusual sensory interest like sniffing of various objects as well as intellectual impairment. To curb and control the disability, it is imperative for the condition to be identified at an early stage to prevent any more health issues.
Signs and symptoms
There are various signs which can help to identify a person with autism within the society where in most cases, the learning, thinking and problem-solving skills of the affected people will always range from gifted to more challenged ones (Chandroo, Strnadová & Cumming, 2018). Besides, most of the people with the condition normally have different ways in which they can learn or pay attention. A person who has autism will have the follows sign such as he/she will not be able to point at objects to show interest. Also, they will also not be able to look at an object when another person has pointed at them and will always have trouble when relating to others in the community (CDC, 2018b). Autism people will always try to avoid eye contact as well as have a huge problem trying to understand various people’s feelings.
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Assessments used to diagnose
Autism disorder will mostly likely require the doctor to assess a child in order to determine the condition at an early stage. It will be the role of the medical doctor to ensure the right diagnosis and treatment is provided in order to ensure healthy and normal living of a person (Davis, Carriere & Kennedy, 2019) . The condition can sometimes be identified at 1.5 years months or younger, and by the time a child attains two years of age, a diagnosis by an qualified medical professional will be carried out ( CDC, 2018a) . There are two assessment s used to diagnose and also evaluate various educational and behavioral skills for people suffering from autism condition.
Development screening
Development screening will be very important as it will help to understand different learning abilities of the affected person living with disabilities. It will, therefore, allow the doctor to see how the child is able to learn, speaks and behaves during the exercise. Any delay in any of the area will be a clear indication of the problem with the child (CDC 2018b) . Therefore, all the child should always be checked for disabilities and developmental delays at regular intervals such as 9 months, 1.5 years and 2 years. More screening and assessment will be needed whenever a child is at a higher risk for development issues.
It is therefore very important for the medical doctor to always screen all the children for the development delays especially for children born prematurely, those with low birth weight among others (NICHCY, 2017) . Development screening is very important as it normally helps to diagnose autism disorder as well as evaluate various educational and behavioral skills for the affected children. Early diagnosis will always help to ensure that the children live a comfortable life in both the communities and at a school level.
Comprehensive diagnosis
The second assessment is a comprehensive diagnosis which is a review that will include looking and checking the child's behavior as well as development both at school and community level. It may involve hearing and vision screening which will help to provide more information about a child. In addition, genetic testing and another medical testing will also be carried out for proper diagnostic evaluation (Cortez, 2016) . In other cases, the doctor may also decide to refer the child to a child medical doctor in order to carry out further assessment and diagnosis. It is also a very important assessment tool used for diagnosis at the community level.
Accommodations
There are many vital classroom accommodations for children suffering from autism. Since the disorder always causes a broad range of learning disabilities, classrooms should always be equipped to help every student to overcome those difficulties. With the right classroom accommodation, children who have autism will have normal learning process (Tentori, Escobedo, Hernandez, Matic & Hayes, 2016) . The first accommodation would be through daily outlines where daily class schedule should always be put in place. These regular outlines will help with transitions of moving from the classroom, lunchroom as well as a schoolyard.
Children with autism also have challenges with visual or auditory learning styles; hence there is a need to come up with alternative media. The tutors should always provide more media to suit every child's needs (CDC 2018a) . Visual learns there should be a combination of literature, videos, charts, and pictures. Auditory learners will require audio tape or other recording written on the lesson to provide the best accommodation for the children. For those children who have difficulty in both visual and auditory, it would be necessary to offer tactile tools to convey information for every lesson which may include a flash card or board games.
Since most of the children with autism have 95% problem with challenges relating to the sensory system, it is important to provide them with sensory tools. Sensory tools will help to relieve stress and improve focus for the children (Patino, 2019) . It will, therefore, allow the kids to self-regulate their emotions hence having the best accommodation at school. Some of the sensory tools may include stress balls, pencil toppers as well as wiggle cushions.
In most learning institutions, classrooms always have full distractions which pupils with autism will find it impossible to drown out. There are chairs movements, bells and other high-level distractions which will affect the children (Bergman, 2016) . These distractions always affect sensory system hence to prevent it; teachers should provide a quiet corner for the children. That corner should be able for the learners to break and allow the sensory system always to calm down.
The teachers can also accommodate the children through the introduction of extra breaks such as five minutes break in every hour. The breaks should be provided to allow learners with autism to study the superlative way of coping with internal cues and decide on the best actions when required (Tentori et al., 2016). Without more number of breaks, it would be difficult for the children to have sensory overload and fatigue. After the break, they will be ready to concentrate on the duty at hand.
Modification
There are various modifications which may be put in place to help the children suffering from autism. For example, it would be necessary to moving distractible students to seats in class or away from the window. Another form of modifications may include changing the way different materials are presented or the way in which students will tend to respond to their learning process. There can also be an introduction of supplementary aids and services such as assistive technology like communication system or word processor. There can also be an introduction of adapted equipment or peer tutors at the school level. There can also be an introduction of tailored materials such as books on tape or consultation among staff members for the welfare of the affected children. Therefore, proper accommodation and modification for the children will always provide the best environment for the students.
Differentiation and Assistive technology
Assistive technology is fundamental when concerning children suffering from autism in schools and at the community level. Assistive technology will always increase verbal skills with mobile Apps since most of the children who have autism are mainly nonverbal while others are low-functioning communicators (Cortez 2019). There are various apps called Visual Scene Display that is very important for children who are struggling with different verbal skills. Therefore, these apps help to create better communication hence enhancing the learning process.
There has also been the introduction of STEAM major which always helps to improve social skills. Using computer-aided programs and 3D printers the model will help the students work better on these projects in the market (Durocher, 2019) . Students will, therefore, learn by undergoing and creating instead of remaining seated in the classroom just listening to the educator. Thus, natural abilities will be developed through the use of technology which will result in the project-based learning process.
Lasting, as part of assistive technology, digital tools also helps to promote confidence which will always go hand-in-hand with better social skills. In most cases, students suffering from autism are intimidated with social aspects within the classroom, however, with the introduction of technology, it, therefore, makes their life better.
Conclusion
It is therefore imperative to provide children with autism the best environment to modify and accommodate their skills. They will in most cases have the intellectual capability; hence it will be the role of the teacher to provide the best accommodation for the children. There can be the introduction of silent corners, extra breaks, sensory tools, and alternative media. Modern technology has also played a significant role in ensuring that students develop their skills and learning process.
References
Bergman, J. (2016). 5 important classroom accommodations for children with autism. Caring 4 Our Kids . Retrieved on 27 March 2019, from http://caring4ourkids.com/important-classroom-accommodations-for-autistic-children/
CDC. (2018a). Screening and diagnosis of autism spectrum disorder. Centers for Disease Control and Prevention . Retrieved on 27 March 2019, from https://www.cdc.gov/ncbddd/autism/screening.html
CDC. (2018b). What is Autism Spectrum Disorder? Centers for Disease Control and Prevention . Retrieved on 27 March 2019, from https://www.cdc.gov/ncbddd/autism/facts.html
Chandroo, R., Strnadová, I., & Cumming, T. M. (2018). A systematic review of the involvement of students with autism spectrum disorder in the transition planning process: Need for voice and empowerment. Research in developmental disabilities, 83 , 8-17.
Cortez, B. M. (2016). 3 ways assistive technology can help students with autism. CDW LLC . Retrieved on 27 March 2019, from https://edtechmagazine.com/k12/article/2016/08/3-ways-technology-can-help-students-autism
Davis, A., Carriere, A. J., & Kennedy, K. (n.d). School-based autism assessments: Review of current practices & guidelines for a comprehensive assessment . Retrieved on 27 March 2019, from http://casponline.org/event-handouts/fall17/W-20.pdf
Durocher, S. J. Assessment for the purpose of instructional planning for students with autism spectrum disorders . University of Miami . Retrieved on 27 March 2019, from https://www.ocali.org/up_doc/Assessment_for_the_Purpose_of_Instructional_Planning_for_ASD.pdf
NICHCY. (2017. Supports, modifications, and accommodations for students. Center for Parents Information and Resource . Retrieved on 27 March 2019, from https://www.parentcenterhub.org/accommodations/
Patino, E. (2019). Types of behavior assessments. UNDERSTOOD.ORG USA LLC . Retrieved on 27 March 2019, from https://www.understood.org/en/school-learning/evaluations/types-of-tests/types-of-behavior-assessments
Tentori, M., Escobedo, L., Hernandez, C., Matic, A., & Hayes, G. R. (2016). Pervasive displays in classrooms of children with severe autism. IEEE Pervasive Computing, 15 (3), 48-57.
