Teaching a class on Autism

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Hey everyone, I'm applying to teach a class on Autism at a university. The class is about 20 students and I am writing up my syllabus. The class is set up as a discussion class rather than a lecture. I have a few ideas in mind, but does anyone have any suggestions on what is important to cover in a class concentrating on Autism? What are the important things I should cover in the class? Also, do you know of any new research being done that is controversial or very beneficial that I should include in my readings? Possibly any films or documentaries you think are important can be included, too.

I would appreciate the help and opinions very much.

Lesson plans! Ugh!

You could mention the 'cure for Autism' 'don't cure Autism' debate, google it.

The film Autism is a World documentry. Sue Rubin is remarkable. She is non verbal and very inteligent and insightful. This movie will shatter peoples misconceptions on what autism is all about.

I'm sure that you are familiar with Dr. Temple Grandin, but, if not, be sure to read up on her writings. I don't know how typical she is of a HFA person, but I've found some of her insights on her social functioning very interesting. Good luck.

Perhaps point out the similarity between the "average" and people with autism.

example 1:
Many people carry around planners and some are excellent organizers and systemizers.Organizing is a human trait.

example 2:
Persistence is something found in "average" people as well.
In autism it is often called perseveration or obsession.

Or think of it this way:
Picture humanity on a huge thermometer tipped over on its side:a spectrum.Most people are some where in the middle/have slightly more or less of a certain trait. But, a few people possess or express traits in an extreme.The few who get a certain number of check marks get a diagnosis.

To make a long story short,there are so many degrees and finely shaded subtleties--in any human being!It's just that a autistic child with more severe symptoms( where students' knowledge may start) tends to be more noticeable than a Aspie walking down the street.

Please include sensory issues. They make life unbearable for many of us, especially holding a job in a fluorescent, loud, crowded, smelly, hot/cold, touchy-feely workplace.

I think one of the first things you should say is that it's not a disease.

wow! Thank you everyone! Your inputs are very helpful. I will definetely be covering all or parts of the following, if you have any specific suggestions in any of these categories, please let me know. thank you

1. Statistics on Autism/History of Autism-DSM definitions, Kanner, Asperger,
2. Research done on causes of autism-both genes and environment
3. Media and Autism-Mozart and the Whale, Rain Man, Mercury Rising, documentaries made on autism
4. Outreach on Autism
5. Interventions on Autism-Lovaas, music, sign language use, social stories
6. Neuotypical Syndrome-Sociology of Autism
7. Educational/Special Education issues-covering IEP's, etc.

again, thank you everyone! Your opinions/suggestions really help!

Dear Izzy,

I demur.It's we who should be thanking you. An academic education like the one you are in the process of planning will,in my experience, accomplish the following :

*heighten awareness- I feel I can't hold people who don't know how react to my difference responsible for their mistakes.It seems much like expecting one who is illiterate(in whatever degree of illiteracy) to read War and Peace.

*gives the jargon to access resources- If the person with whom I converse says "white", it is general enough to taken in various degrees. Very light skin, mid levels of pigment/tan and all various shades within the spectrum. The word "caucasian" may communicate something different (Please correct me if this analogy is inaccurate or inadvertently insensitive.)

*opens the floor for further learning- If I see someone who is well meaning and has an honest question,I 'll answer at their level of understanding using their terminology.

Truly,if there had been more people like you who had been educated on the issues mentioned in this forum , there would be less cruelty endured simply because one is different.There would be a better world.

If there was a way the online community could give you a standing ovation, I think we probably all would

Thanks for educating those who don't know about ASD.

Everything was cool, until I saw Lovaas' name. ABA "therapy" for autistics. Ugh.

http://www.wrongplanet.net/modules.php? ... ic&p=16462

Especially this link embedded within the thread:

http://www.sentex.net/~nexus23/naa_aba.html

Unless it's covered in 2. I think something about Neurobiology would be helpful.
The inappropriate/inadequate connections between the Cerebrum & Cerebelum & how that relates to 'different think'

I,m doing the 'DORE' Program.It's controversial because they won't do research.

Is there any chance you could video the lecture,post it on U-tube & put a link here?
That would be Brilliant

So just a little background on me/the course. I am an undergraduate at this big research institution. Pretty much I want to continue to grad school to do research on autism. Yet, I have NOT found ANY class at my school that offered anything on autism (in detail). And the classes that DID cover autism either covered facilitated communication or education issues in special education. Nothing really gave me what I wanted to know about autism. So I did my own research and found an opportunity to change this----theres a program where undergraduates can teach their own course. So I recently applied to give the course and I have been approved! I am going to finalize my syllabus in the next 3 months and then offer the course in Spring 2008. Here is the preliminary syllabus and PLEASEEEEE give me your feedbacks! I also want to bring in a guest during one of my discussions......I have in the past worked at a high school where there is a program for teenagers with autism and I have also worked with older adults---but Im not sure which age group to bring to the discussions. The students in the class will typically be around 20 years of age.....so I think they might relate more to the high school student.

Here is the preliminarry syllabus...let me know what you guys think!

Week 1
Introduction to autism spectrum disorder: DSM-IV criteria for Autistic disorder, characteristics and prevalence of individuals diagnosed with autism, age and onset of diagnoses, treatments, and brief overview of various predicted causes of autism.
Week 2
Important Theoretical Constructs in Autism: Social Orienting, Theory of Mind, Joint Attention, and Pivotal Behaviors.
Week 3
Book Series: Selected chapters from the book “Freaks, Geeks & Asperger Syndrome: A User Guide to Adolescence” by Luke Jackson.
Week 4
Book Series: Selected chapters from “Pretending To Be Normal: Living with Asperger's Syndrome” by Liane Holliday Willey.
Week 5
Book Series: Selected chapters of “Emergence: Labeled Autistic” by Temple Grandin will be discussed.
Week 6
Book Series: The book “Flower of Algernon” will be read and we will discuss how this relates back to treatments for autism. We will also examine something called the “Neurotypical Syndrome” and controversy surrounding campaigns to “cure” autism.
Week 7
Movies: Various scenes from movies like Rain Man, Mozart and the Whale, Mercury Rising, and Backstreet Dreams will be examined. We will discuss whether or not these are accurate portrayals of autism and compare it to readings from the last four weeks.
Week 8
Documentaries: We will watch and discuss the film “Normal people scare me” by Keri Bowers and Taylor Cross and discuss the views of autism through the lens of individuals with autism.
Week 9
Television and Magazines: (Celebrities/Media coverage of autism)


Let me know what you think!

~Ani

I actually think this is wrong, I think that those little differences aren't all it's about but instead symptoms of the underlying cause.

Good point,Deus_ex_machina.When speaking of the autism spectrum,small differences between individuals aren't the only thing to consider. Symptoms of an underlying cause are equally important to consider. However,those small differences we see may be expressions of the underlying cause. That's my perspective anyway...Can you tell me a little more about what you were driving at?I've never looked at the autism spectrum that way before.