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    Case Study of A Student With Autism Spectrum Disorder

    Uploaded by

    Aruna Banthia
    This case study describes the journey of a student named Ashu who has autism spectrum disorder through his schooling. Ashu received support from teachers, a special educator, his parents, and others. Over time, Ashu became less shy, was able to communicate better, and gained social skills. Exemptions and accommodations like extra time on tests helped Ashu succeed. By high school, Ashu was participating in art and music, which helped his development. With support, Ashu passed his 10th board exams and went on to college.

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    Case Study of A Student With Autism Spectrum Disorder

    Uploaded by

    Aruna Banthia
    304 views2 pages
    This case study describes the journey of a student named Ashu who has autism spectrum disorder through his schooling. Ashu received support from teachers, a special educator, his parents, and others. Over time, Ashu became less shy, was able to communicate better, and gained social skills. Exemptions and accommodations like extra time on tests helped Ashu succeed. By high school, Ashu was participating in art and music, which helped his development. With support, Ashu passed his 10th board exams and went on to college.

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    Case Study of a Student With Autism Spectrum Disorder

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    This case study describes the journey of a student named Ashu who has autism spectrum disorder through his schooling. Ashu received support from teachers, a special educator, his parents, and others. Over time, Ashu became less shy, was able to communicate better, and gained social skills. Exemptions and accommodations like extra time on tests helped Ashu succeed. By high school, Ashu was participating in art and music, which helped his development. With support, Ashu passed his 10th board exams and went on to college.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    304 views2 pages

    Case Study of A Student With Autism Spectrum Disorder

    Uploaded by

    Aruna Banthia
    This case study describes the journey of a student named Ashu who has autism spectrum disorder through his schooling. Ashu received support from teachers, a special educator, his parents, and others. Over time, Ashu became less shy, was able to communicate better, and gained social skills. Exemptions and accommodations like extra time on tests helped Ashu succeed. By high school, Ashu was participating in art and music, which helped his development. With support, Ashu passed his 10th board exams and went on to college.

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    A CASE STUDY OF A STUDENT WITH AUTISM SPECTRUM DISORDER

    Ashu is a male student

    Now when I recall Ashu name changed a smile come on my face. Today Ashu is in final year of his
    graduation course. Even after leaving school he comes to school to help younger students to
    organize ART exhibition, which is a yearly grand event in our school. He is no more a shy person to
    speak in front of big group of people come to see the exhibition.

    I clearly visualize the day when the primary supervisor called me and I met Ashu in her room
    and later took him to my cabin to build repo with the child. My observation was-

    1 I was not able to understand his speech.

    2 He is a left hand writer.

    3 problems in sequential learning.

    4 he recognizes primary colours

    5 he can follow one instruction at a time, in one on one person.

    Meeting with parents

    Mother an airhostess

    Father airline employee floor job

    Sister younger by three year

    Grandmother Ashu depend upon and feel attachment.

    The parents told me that the child is diagnosed with Autism Spectrum Disorder and is now
    undergoing

    1 speech therapy

    2 a special educator is appointed to teach him, to cope up in life situation, to express

    The same special educator continued with him throughout his schooling and later on till he passed
    his 12th with humanities group.

    The parents were following regularly with counsellor, teachers and supervisor concerned.

    To include the child in class

    1 no shadow teacher for the child as preprimary teachers were able to manage him without it

    2The special educator was permitted during monthly tests to prompt and repeatedly read the
    question in primary.

    3 when the child reached in secondary counsellor or subject teacher read the paper and took one on
    one test.

    4 third language Sanskrit was exempted in class 5 th.


    5 in class 7th teachers realized that it is very difficult for the child to understand abstract Maths
    concepts and parents and I also observed that he is showing signs of regression.

    Some teachers said to send him to special school. A meeting was arranged with all the teachers,
    principal, supervisor and parents. The special educator was also present, and we found that shifting
    the student to another educational institute will be more harmful, it would be damaging him further
    The principal considers it and I propose to exempt Math and teach him painting from class
    8thbeginning. The painting class become a stress buster for him from then onwards.

    6 In class 8th Ashu was maturing physically, but his social quotient was limited. So while interacting

    With class mates he felt lonely. Boys teased him and sometimes he turned out to be violent. He was
    having friends from opposite gender who helped him in his studies, he felt attracted towards a
    particular girl.

    During a trip he started taking photographs of the girl without permission, and it became an issue
    with the girl’s parents, Ashu’s parents and school teachers.

    He was counselled for this issues, informed and trained to behave assertively, courteously. During
    these sessions I come to know that he likes to sing and can sing well if learn.

    So when I found that he is struggling to study social science and there is a possibility of the
    regression again, in a meeting of all stakeholders we decided to exempt the subject and introduced
    Indian Classical Music Vocal for him in class 9th. A harmonium and learning Music changed the boy’s
    personality. We could see visible change in his social skills, speech and emotional quotient.

    The secondary supervisor set his school time table so, that he can leave school one or two period
    early and can attend Music class and his special educator’s tutorial regularly.

    IN CBSE board the child get registered in 9 th grade, where we need to inform the board about the
    child with special need. Ashu was registered with Autism Spectrum disorder, with these five
    subjects-

    English, Hindi, Science, painting and Music

    He was allowed with a prompter

    He got 20 minutes extra per hour.

    Numerical questions were a big challenge in science exam. We informed board about this challenge,
    but there was no possibility to get it as a concession for him.

    He passed his 10th board examination with descent grades and later admitted to Bhavans college in
    humanities group, he also got a prompter in college and HSC board.

    I realized that if a child with special needs get acceptance of school , the educational Boards accept
    the request made by the schools.

    The documentation and particular certification are necessary.

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