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  • HOME
  • About KGS
    • FACT FILE
    • CANTEEN MENU
    • CATERING
    • CONDUCT
    • DRESS CODE
    • HOLIDAYS
    • HOMEWORK
    • HOUSE SYSTEM
    • POLICIES
    • LOST PROPERTY
    • MOBILE PHONES
    • PARENTAL INVOLVEMENT
    • REPORTS & PARENTS' EVENINGS
    • SCHOOL ACTIVITIES & CLUBS
    • SCHOOL DAY
    • School Handbook
    • SCHOOL IMPROVEMENT PLAN
    • SCHOOL MAP
    • SCHOOL TRANSPORT
    • STAFF LIST
    • STANDARDS AND QUALITY REPORT
  • DEPARTMENTS & CURRICULUM
    • ART & DESIGN >
      • Gallery Archive >
        • Archive 2016
        • Archive 2014
      • Links
      • Careers in Art & Design
    • BUSINESS TECH >
      • Administration and IT >
        • S3
        • National 4 & 5
        • Higher
      • Computing Science >
        • Homework
        • S1/2
        • N2
        • S3
        • S4
        • S5/6
      • Business Technology & Enterprise >
        • Business >
          • S3
          • National 4 & 5
          • Higher
        • Links
        • Young Enterprise
    • Curriculum Support >
      • Courses
      • Learning Characteristics >
        • Dyslexia
        • Dyscalculia
        • ADHD
        • ASD
        • Asperger's Syndrome
        • Down's Syndrome
    • Design & Technology >
      • currently undergoing major redesign
    • DRAMA >
      • School Show 2017 - Just for Fun 2.0
      • Drama Dance Photos
      • Drama Links
      • Digital Theatre +
    • ENGLISH >
      • ENGLISH LATEST NEWS
      • ENGLISH LINKS
      • MEDIA >
        • The Shawshank Redemption >
          • Clips >
            • The Opening
            • The Beers
            • Mozart
            • Tommy's Death
            • The Escape
            • The End
          • Documents
          • Key Scenes and Sequences
          • Posters
        • TV Documentaries >
          • Dispatches
          • Panorama
    • Guidance >
      • UCAS
      • Primary Transition
      • Our Partners and Links
      • Our Curriculum
      • Our Policies
      • Guidance Trips & Visiting Speakers
      • Our Galleries
    • LIBRARY >
      • Library Catalogue
      • Lego Club
    • MATHEMATICS
    • MODERN FOREIGN LANGUAGES >
      • French >
        • S1-3
        • S4
        • Advanced Higher
      • Spanish Projects >
        • Animal Rights Issues in Spain
        • Barcelona
        • Christmas in Spain and Latin America
        • Countries of South America
        • Latin American Animals
        • Novels set in Spain and Latin America
        • Regions of Spain
        • Spanish Animals
        • Spanish Festivals
    • MUSIC >
      • Instrumental Timetables
      • KGS Virtual Carol Service 2020
      • Music Technology
      • MUSIC LINKS
    • PE >
      • Links
      • S1/2
      • S3
      • National 4/5
      • Higher
    • Science >
      • S1 Science
      • S2 Science
      • N4 Science
      • Biology >
        • S3 Biology
        • N5 Biology
        • Higher Biology
        • Higher Human Biology
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        • S3 Chemistry
        • N5 Chemistry
        • Higher Chemistry
        • Advanced Higher Chemistry
      • Physics >
        • S3 Physics
        • N5 Physics
        • Higher Physics
        • Advanced Higher Physics
    • Social Subjects >
      • National 5 >
        • Answer Structures
        • The Atlantic Slave Trade
        • Free At Last
        • Migration and Empire
      • Higher
      • Advanced Higher
      • 16th Century Scotland
      • Labour welfare reforms
      • The Reformation
      • The Sixties
      • Modern Studies >
        • S2 - Comparative Study >
          • Nigeria
          • North Korea
          • Russia
          • Saudi Arabia
          • Zimbabwe
        • S3 - Human Rights Project
        • National 4/5 >
          • Terrorism
          • Islam, Extremism and Radicalisation
        • Higher
        • Capital Punishment
        • Gun Crime in the USA
        • North Korea - Should We Intervene?
    • CURRICULAR MAPS
    • CURRICULUM PATHWAYS
  • Pupils
    • Careers
    • Duke of Edinburgh >
      • DUKE OF EDINBURGH INFORMATION
      • DUKE OF EDINBURGH LEADERS
      • DUKE OF EDINBURGH DOWNLOADS
    • Further & Higher Education
    • GLOW
    • Health and Wellbeing >
      • Achieving
      • Nurtured
      • Active
      • Safe
    • LGBT
    • Lost Property
    • Mindfulness (dotbe.org)
    • Papdale Halls of Residence
    • STUDY SKILLS
    • Supported Study
  • Parents
    • Parental Communication
    • Alcohol Awareness
    • Attendance
    • Senior Tracking Letter
    • Downloads
    • Links
    • SCHOOL POLICIES
    • Mindfulness
    • Parent Council
    • Parents' Evenings
    • Pupil Progress
    • SCHOOL LUNCH PAYMENTS
    • School Health Team
    • Severe Weather
    • Welcome to Scotland
  • STAFF
    • STAFF CALENDAR
    • GLOW
    • ILEARN
    • Supporting the Mental Health of Young People
    • Mental Health Guidance for Orkney Education Staff
    • Child Protection Resources
    • ABOVE & BEYOND STAFF NOMINATIONS
    • ABOVE & BEYOND PUPIL NOMINATIONS
    • RISK ASSESSMENT
    • ScreenR Tutorial
    • Dyslexia Referral
    • DYSCALCULIA OVERLAY ASSESSMENT
    • IN-CLASS SUPPORT REQUEST >
      • SQA SUPPORT LIST
    • ON THE BUTTON
    • OIC HR POLICIES
    • ORKNEY THEATRE CALENDAR
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Autistic Spectrum Disorder



Autism is a pervasive development disorder and since the 1980’s the idea of a ‘spectrum of autistic disorders’ has been widely acknowledged.

The causes of autism are complex and it is unlikely that there is a single cause, but rather a set of triggers involving biological/medical, psychological and behavioural factors. There appears to be a strong genetic link.

Psychological assessments can be helpful but they cannot be used to confirm or deny a diagnosis of ASD.  The diagnosis is medical and is made by recognising patters or behaviour from early life where the impairments of social interaction, communication and development of imagination are crucial.  This is known as the “Triad of Impairments’.

At one end of the spectrum will be a normally intelligent child with mild autism, and at the other end will be the child with profound learning difficulties and severe autism. The estimated prevalence of ASD is 6:1000 and it affects four times as many boys as girls.


What are the main characteristics?
 
Social Interaction The child will have an inability to empathise with others and will find it difficult to understand the feelings and/or behaviour of others.

They may appear withdrawn and make little attempt to make friends, often being described as ‘aloof’.  Sometimes their behaviour is odd – using inappropriate greetings, touching or being aggressive.

Children with ASD have difficulties understanding and interpreting social situations and may become distressed or confused.

Communication This includes a difficulty in making sense of and using both verbal and non-verbal communication such as eye contact, facial expression, gesture and body language.

Some children never develop speech; others experience a significant language delay and when they do begin to use language it is often repetitive and/or learned phrases from things such as television cartoons or adverts.

In contrast, some children appear to have good expressive language but still have difficulties in understanding and tend to interpret literally.

Thought and Imagination An impairment in thought and imagination affects every area of thinking, language and behaviour.

In Early Years settings an impairment in play and imaginative activities is often noticeable. Children may become fixated by a particular toy, especially one that spins and shines.  They may develop repetitive and/or obsessive interests and are often more interested in objects than people.

Changes in routine can cause distress because ASD children are dependant upon routine to make sense of their environment.

Additional Difficulties

In addition to the ‘triad of impairments’ children with ASD may experience any number of the following:

  • Hand flapping, rocking or spinning
  • Sensitivity to noise, smell, taste, touch or visual stimuli
  • Erratic sleeping patterns
  • Unusual sleeping habits
  • Self injury
  • Aggressive behaviour
  • Hyperactivity
  • A strange gait or posture – often walking on tip-toes
  • Irrational fears or phobias
About 10% have a special creative or mathematical skill such as remembering dates or making complicated mathematical calculations.

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