Inclusive education for autistic children according to a combined model between a center for education of children with disabilities and a kindergarten - 16

Day

I

II

III

IV

V

VI

VII

VIII

IX

X

XI

XII

XIII

XIV

XV

TOTAL

Note: BT= 15-30 points; Mild-Medium: 30-36 points Severe= 36- 60 points

I. RELATIONSHIPS WITH PEOPLE There are no signs of difficulty or abnormality in relationships with people : The child's behavior is appropriate for his or her age. Some shyness, fussiness or discomfort when asked to do something may be seen, but not to an atypical degree.

Mildly abnormal relationships: Child avoids eye contact with adults, avoids adults or becomes fussy if touched, becomes overly shy, does not respond to adults as usual, or clings to parents more than most children of the same age

Moderately Abnormal Relationship: Occasionally the child shows detachment (seems unaware of adults). To attract the child's attention, sometimes requires persistent and strong effort. Minimal relationship is initiated by the child.

Severely dysfunctional relationships : The child is detached or unaware of what the adult is doing. The child almost never responds to or initiates a relationship with the adult. Only repeated attempts

the only way to get the child's attention.

1

1.5

2

2.5

3

3.5

4

II. IMITATION

Correct imitation : Children can imitate sounds, words and actions appropriate to their abilities.

Mildly abnormal imitation: Children often imitate simple behaviors such as hand flapping or single words, sometimes only after encouragement or after a slight delay.

Moderately abnormal imitation: Child imitates only occasionally and requires persistence and help from an adult; often imitates only after some delay. Severely abnormal imitation: Child rarely or never imitates sounds, words, or actions even with encouragement and help from an adult.

Observe:

Observe:

III. EXPRESSING EMOTIONS Showing emotions appropriate to age and situation: Children express the right type and level of emotions through facial expressions, gestures, and attitudes.

Mildly abnormal expression of affection: The child sometimes shows affection that is unusual in type and intensity. The reaction is sometimes unrelated to the object or things around.

Moderately Abnormal Emotional Expression : The child displays unusual types and/or levels of emotional expression. The child's responses may be limited or exaggerated or unrelated to the situation; may grimace, laugh loudly or become mechanical even when no emotional object or event is present.

Severely abnormal emotional expression: The child's reactions are rarely appropriate to the situation: when the child is in a certain mood, it is very difficult to switch to another mood. On the contrary, the child can express many different moods when

no change at all

1

1.5

2

2.5

3

3.5

4

IV. BODY MOVEMENTS Demonstrate age-appropriate movements : Children move comfortably, quickly, and coordinate movements like other children of the same age.

Mildly abnormal movements: Children sometimes show some mild abnormalities: for example, clumsiness, repetitive movements, poor coordination between movements, or rare unusual movements.

Moderately unusual movements: Clearly strange or unusual behaviors of children at this age may include unusual finger, hand or body movements, staring or staring at a particular part of the body, self-excitement, rocking, finger wagging or walking on toes.

Severe inappropriate motor movements: The presence of the above symptoms in a persistent and intense manner is a sign of severe inappropriate motor movements. These symptoms may persist despite repeated attempts to limit or redirect the child into other activities.

Observe:

Observe:

V. USE OF OBJECTS

Appropriate use and enjoyment of toys and other objects: The child shows enjoyment of toys and other objects appropriate to his or her abilities and uses these objects appropriately. Mildly abnormal enjoyment or use of toys and other objects: The child may show unusual enjoyment of toys or use of toys that is not appropriate for the child's personality (e.g., banging or sucking on toys). Moderately abnormal enjoyment or use of toys and other objects: The child may have little enjoyment of toys or other objects or may be unusually possessive of toys and other objects. The child may focus on a non-prominent part of a toy, be attracted to a part that does not reflect light, repeatedly move some parts of an object, or play with only one object.

Severely abnormal preoccupations or use of toys or other objects: Child has some of the above behaviors with greater frequency and intensity. Very difficult to distract/forget once engaged

actions like the above.

VI. ADAPTATION TO CHANGE

Adapting to age-appropriate change: While children may notice or comment on changes in routine, they accept these moods without becoming anxious.

Mild adaptation to change: When adults try to change the routine, the child may continue to do the same activities or use the same objects. Moderate adaptation to change: The child resists change enthusiastically, tries to continue with the same activities, and is difficult to distract. The child may become upset or upset when the usual routine is changed.

Severely abnormal adjustment to change: The child reacts very strongly to change. If forced to change, the child may become very angry or uncooperative or react with irritability.

Observe

Observe

VII. VISUAL RESPONSE

Shows age-appropriate visual response: Child shows normal, age-appropriate visual response. Vision is coordinated with other senses when exploring new objects. Shows mildly abnormal visual response: Child sometimes needs to be reminded by looking at objects again. Child may look into mirrors or lights more than peers, may occasionally stare at the sky, or avoid eye contact with adults.

Shows moderate visual reactivity: Child must frequently be reminded to look at what he or she is doing, may stare into the sky, avoid eye contact with adults, look at objects from an unusual angle, or hold objects very close to the eyes.

Demonstrates severe visual arousal: The child consistently avoids looking at adults or specific objects and may exhibit distinct forms of other phenomena.

often about the above visual.

VII. AUDITORY RESPONSE

Demonstrates age-appropriate auditory response: The child's auditory responses are normal and age-appropriate. Hearing is used in conjunction with the other senses.

Mild auditory reactivity: The child sometimes does not respond or responds slightly to some sounds. The response to sounds may be slow, and the sound needs to be repeated to get the child's attention. The child may be distracted by outside sounds. Moderate auditory reactivity: The child's response to sounds varies, always ignoring sounds after the first few times, may startle or cover ears when hearing common sounds.

Demonstrates severe auditory hyperresponsiveness: The child over-reacts or under-reacts to sounds to an unusual degree, regardless of the sound.

Observe:

Observe:

IX. TASTE, SMELL AND TOUCH

Use and response to normal taste, smell and touch: Child explores new objects with an age-appropriate intensity, usually by touch and sight. Taste or smell may be used as needed. In response to minor, everyday pain, child shows discomfort but is not overly reactive.

Mildly abnormal use of the senses of taste, smell, and touch: The child may insist on putting things in his or her mouth, may smell or taste objects that are not supposed to be there, and may ignore or overreact to mild pain that would be bothersome to normal children. Moderately abnormal use of the senses of taste, smell, and touch: The child may have moderate discomfort when touching, smelling, or tasting objects or people. The child may overreact or underreact.

Use: and response to the senses of taste, smell, and touch at a severe level: The child is bothered by smelling, tasting, or touching objects more than by normal exploration or use of the object. The child may completely ignore painful sensations or react violently.

flush with minor discomfort.

X. FEAR OR ANXIETY Shows normal fear and anxiety: The child's behavior is appropriate to age and situation.

Shows unusually mild anxiety: The child sometimes shows too much or too little fear or anxiety compared with normal children in similar situations.

Shows unusually moderate anxiety: The child shows either slightly more or slightly less fear even compared to younger children in similar situations.

Shows unusually severe anxiety: Persistent fear of even harmless situations or objects. Difficulty calming or comforting. In contrast, the child is unable to pay attention to dangers that children of the same age might avoid.

Observe

Observe

XI. VERBAL COMMUNICATION

XII. NON-VERBAL COMMUNICATION

1

Communicate by comment

usually appropriate to age and situation.

1

Nonverbal communication appropriate to age and situation.

1.5

1.5

2

Mildly abnormal verbal communication: Generally slow speech. Most speech makes sense; however, mechanical repetition or incoherence may occur. Occasionally the child uses different or unclear words.

2

Mildly abnormal nonverbal communication: Immaturity in using nonverbal dialogue, perhaps only in a vague way, or reaching for what the child wants, in situations where peers can point or gesture more precisely

to indicate what the child wants..

2.5

2.5

3

Moderately abnormal verbal communication: May not speak. When speaking, verbal communication may be a mixture of meaningful and unusual utterances such as indistinction, mechanical repetition, or incoherence. Abnormalities in meaningful communication include redundant questions or concerns.

with a certain topic.

3

Moderately abnormal nonverbal communication: Typically the child cannot express in words what he or she needs or wants, and cannot understand the nonverbal communication of others.

3.5

3.5

4

Severely Abnormal Verbal Communication: No meaningful speech. Tre may scream like a newborn, make strange or animal-like noises, make complex human-like noises, or exhibit a stubborn, bizarre use of certain words or sentences.

recognizable

4

Severely abnormal nonverbal communication: The child may only display bizarre or unusual gestures without clear meaning and shows no awareness of the meanings associated with the gestures or facial expressions of others.

Observe:

Observe:

XIII. LEVEL OF ACTIVITY

XIV. EXTENT AND CONSISTENCE OF INTELLIGENT REFLEXES

1

Normal activity level for age and situation: Child does not perform faster or slower than children of the same age in the situation

similar.

1

Normal level of understanding and appropriate consistency across domains: The child has the same level of understanding as typical children and does not have unusual understanding skills.

or have any problems.

1.5

1.5

2

Mildly abnormal activity level: Children may sometimes be hyperactive or appear lazy and slow to move. The child's activity level has little effect on performance.

of children

2

Mildly abnormal intelligence: The child is not as intelligent as normal children of the same age, and has slightly slow skills in various areas.

2.5

2.5

3

Moderately Abnormal Activity Level: Your child may be very active and difficult to control. He or she may be restless and may not want to sleep at night. Conversely, your child may be quite lethargic and need a lot of prodding to get going.

make children exercise

3

Average subnormal intelligence: In general, the child is not as intelligent as normal children of the same age, however, the child may have near-normal functioning in some areas related to mental motor skills.

3.5

3.5

4

Severe hyperactivity: The child appears to be either hyperactive or passive and may switch from one state of hyperactivity to the other.

4

Severely abnormal intelligence: While a child is not usually as intelligent as other children his or her age, he or she may do better than typical children his or her age in one or more areas.

Observe:

Observe:

1

Non-autistic: The child does not show typical symptoms of autism.

1.5

Mild autism: The child shows only a few symptoms of autism or only a mild degree of autism.

2

2.5

Moderate autism: The child shows some symptoms or moderate levels of autism.

3

3.5

Severe autism: Tre exhibits many symptoms or a special level of autism.

4

Observe: