Autism: Revealing Key Differences In Learning Disabilities

Autism is a common neurodevelopmental disorder. In the United States, 1 in 68 children is affected. One in 42 boys and 1 in 189 girls have an autism spectrum disorder (ASD). Autism and ASD are often misdiagnosed as LD (learning disabilities) or attention disorders such as ADHD. This may be due to overlapping symptoms that are not easily distinguishable from each other. In reality, autism and ASD are very different from LD. LD is characterized by impairments in learning abilities, whereas autism and ASD are associated with difficulties with social understanding, communication, and repetitive daily activities. They are very different and should be handled differently. This is not just about intervening and treating both. Both education and instruction should be tailored to autism and learning disabilities. Therefore, children with autism benefit most from being enrolled in autism schools, and children with learning disabilities learn best in schools that are equipped to care for these children.

Key differences between autism and learning disabilities:

Difficulties with social interaction are a common symptom of autism and also occur in many children with learning disabilities, but the causes of both are very different. Social interaction problems within LD are related to specific learning problems.

Similarly, visual processing problems in children with learning disabilities limit their ability to judge distance, leading them to stand closer to people during conversations. The same problem occurs because children with autism lack a sense of personal space.

It is very important to accurately identify the disorder so that effective strategies can be used to support the child, such as admission to an autism school or a special school for children with LD.

The importance of early detection and proper aftercare:

If autism is detected at an early age (2–3 years), it can be effectively treated and significantly reduce the child's problems. Because the severity and intensity of symptoms vary widely, individualized and specific strategies are needed for each person affected by autism. Once the symptoms are identified, the appropriate level of support is determined from 1 to 3, depending on the severity of the symptoms. Autism schools can accommodate all the special needs of children with autism. Their behavioral patterns, social reticence, sensitivity to change, and sensory sensitivities are taken into account, and an individualized program is implemented.

The DIR model (developmental, individual differences, and relationship-based) and floortime therapy are some of the practical models used in autism schools to facilitate the learning and growth of children with autism. These models are based on easy-to-understand concepts that involve the active involvement of the child's parents. These comprehensive programs help children become less inhibited and turn them into socialized individuals who interact positively.

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