This enclosed artifact is an informational PowerPoint presentation on Autism Spectrum Disorder (ASD). The previous disorders known as Autism Disorder, Asperger Syndrome, and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) are now called autism spectrum disorder. ASD is now considered part of neurodevelopmental disorders, and it is no longer diagnosed as three separate disorders but as one disability with three levels of severity, characterized by developmental deficits that produce social impairments, communication deficits, and restricted repetitive behaviors.

 It is estimated that an average of 1 in 44 US children have been diagnosed with ASD. With the increasing prevalence of ASD, it has become increasingly important for educators to become familiar with the various characteristics and symptoms of ASD. ASD is characterized not by what symptoms it includes but rather by its particular deficits. These deficits include social communications, mutual exchanges, and interactions. Therefore, it is essential for teachers to become familiar with each student’s diagnosis.

 Students with ASD have substantial problems in the areas of communication, social skills, and everyday functioning. It has become increasingly important for teachers to become familiar with evidence-based practice accommodations and teaching strategies available to students with ASD. Although incorporating these accommodations and strategies into our classroom may have some challenges, teachers must research what works best for students with ASD. Through my research and PowerPoint presentation, I have made a connection to Illinois Professional Teaching Standard 1 - Knowledge Indicator - The competent teacher: 1D) understands the impact of cognitive, emotional, physical, and sensory disabilities on learning and communication pursuant to the Individuals with Disabilities Education Improvement Act (also referred to as “IDEA”) (20 USC 1400 et seq.), its implementing regulations (34 CFR 300; 2006), Article 14 of the School Code [105 ILCS 5/Art.14] and 23 Ill. Adm. Code 226 (Special Education); 

Through my research and understanding the prevalence of ASD, I learned that each of my students will require my professional teaching ability to help them become successful students.  Through differentiating my lessons, accommodating and using evidence-based teaching strategies, I learned how to support students with ASD. I will provide a safe and enriching learning environment to all my future students regardless of ability.  When we, as educators, believe that every student deserves an excellent education regardless of their ability, we accept that every student has been blessed with a purpose in life.

Looking back at my own experiences, I can positively reach my potential and provide all my students with an exciting and safe environment where they will feel safe to explore and ask questions. Through exploring the many different theories, I have witnessed the many other opportunities I will have as an educator to influence every one of my students. I have also connected these theories' benefits to my teaching career. I learned that a classroom’s diversity is much more than just cultural. The external context, such as family, economics, language, ethnicity, religion, community, etc, all play an essential role in a student’s learning. By learning about these factors and by reaching out to my students, I can help them become better learners. I can engage my students and gain their trust by becoming more involved in their external context. I believe I will be able to deliver to all my students a positive, open environment with a sense of security where students will feel safe and will be welcome to share their strengths, voice their concerns, and enhance their knowledge. I have also learned that every student has different levels of ability, and by gaining their trust, I will develop a teaching experience unique to their learning style. I will also challenge those students who love to be creative and need the extra work while always keeping in mind that all students learn in their own unique and individual ways. I also believe that with cultural awareness, I will be able to help my students learn better. Because I am bicultural and bilingual, I understand diverse cultures and traditions, primarily Mexican and Hispanic. Therefore, I will be able to serve my students better and relate to many more students who fit within these diverse characteristics. These theories will guide my teaching to be more specific to the many levels of student thinking, and therefore, as an educator, I should be able to bring out the best in each of my students. Through my thorough understanding of these theories and each of my student’s unique experiences, I will help deliver and connect to Illinois Professional Teaching Standard 1 - Knowledge Indicator - The competent teacher: 1A) understands the spectrum of student diversity (e.g., race and ethnicity, socioeconomic status, special education, gifted, English language learners (ELL), sexual orientation, gender, gender identity) and the assets that each student brings to learning across the curriculum;