BOOKS
From Betsy:
Ely, L. &
Dunbar P. (2004). Looking After Louis. Illinois: Albert Whitman and Co.
Louis, the main character, is a boy who has a developmental disorder called Autism. The book describes Louis’ behaviors, as a result of his disability, and the ways his developmental, social, communication, and behavioral challenges effect him as well as the effects they have on his peers.
Louis is educated in a general education classroom where his teacher and his paraeducator are supportive, tolerant, and accepting. The teacher encourages the other students in the class to understand Louis, make friends with him, and create opportunities for him to participate in classroom and playground activities.
This is a great book for first and second grade students. It highlights the advantages of inclusion for both disabled and non-disabled students in a general education classroom. It is functional for whole class reading and discussion or independent student reading.
Hoopmann, K. (2001). Blue Bottle Mystery. London: Jessica Kingsley Publishers Ltd.
This is a book about a fairly high functioning boy named Ben who is dealing with the affects of Asperger’s Syndrome, a form of Autism. Ben deals with the typical issues faced by people with Asperger’s Syndrome. He is a whiz at math and science, has a good language base, is obsessed with computers, has difficulty with euphemisms and slang, is teased by playground bullies, fixed on routines, and other behaviors that affect his daily life. Ben’s story takes place, mostly, at school where he and his best friend find a blue bottle that they believe houses a genie. The story unfolds the issues of Asperger’s syndrome and intertwines a childlike story of mystery about a genie and the boys’ three wishes.
Wishes come true for all the characters in the book. Ben and his family are delighted to find out about his syndrome and the ways to understand, support, and encourage him.
This is a great book for fifth, sixth, or seventh grade readers.
Lears, L. & Ritz, K. (1998). Ian’s Walk: A Story About Autism. Illinois. Albert Whitman and Co.
This book is about a boy named Ian who is profoundly affected by the developmental challenges presented by his Autism. He is confronted with communication, behavioral, cognitive, developmental, and sensory, challenges. In this story, Ian wants to go for a walk with his two older sisters. During the walk Ian acts out all of the stereotypical behaviors that children with Autism generally display.
His behavior is irritating to his sisters and they begin to feel frustrated with him. At one point Ian wanders off. As a result, his sisters are frightened and begin to look everywhere for him. Finally, they find him in his favorite place, lying under the old bell in the center of the park. He is ringing itÖ. bong, bong, bong.
This is a good book.
Perhaps it would be best for siblings, not peers. Nevertheless, it is in
good spirit and reveals many of the challenging behaviors those with Autism
and those around them deal with everyday. I would rate this book at first
or second grade reading levels.
From Lisa:
ELEMENTARY
Ely, L. & Dunbar, P. (2004). Looking
after Louis. Illinois: Albert Whitman & Company.
Summary: The story is told by a little girl who sits beside a boy named Louis who has autism in her classroom. The narrator explains that sometimes Louis upsets the boys at recess because he runs through their soccer game. At the end of the story, Louis plays soccer with another boy. Later he draws a picture about it, and the teacher dismisses Louis and the soccer boy to go play soccer. The narrator is at first jealous but then concludes, "I think we’re allowed to break rules for special people."
Critique:
Positive: The illustrations are
colorful and use drawing, painting, and collage. Overall, the book provides
a pretty realistic and sensitive portrayal of one girl’s perception about
a boy with autism.
Problematic: I found it irritating that
only the boys played soccer, and that although the narrator was a girl,
she played a very stereotypical caretaker position. Also, the story is
written from an outsider’s perspective, rather than from Louis’s.
Age Level: This is a picture
book for elementary students.
Suggestions for use in curriculum:
Summary: This story is told in first person by a girl named Daisy who has Asperger’s Syndrome, has a strong interest in animals, and is being mainstreamed into a general education class. At the beginning of the story she is isolative and is harassed by bullies on the playground as well as in her classroom. Her first connection is with the classroom rabbit named Buster. Daisy trains Buster to do some very impressive pet tricks. Later Daisy begins making friends: an older student who is fellow animal lover, a boy in the special education room who is in a wheelchair as a result of a bicycle accident, and even the bully from the beginning of the book. The book ends when Daisy and her newfound friends win a district classroom pet show. They use the prize money to pay for a special education aide in order to save the boy in the wheelchair from being moved to SODADD "the School of Doom and Despair" (The School of Disabled and Developmentally Delayed).
Critique:
Positive: This book was written
by a mother whose son has Asperger’s Syndrome to help with the transition
into the general education classroom. The character’s are portrayed in
a positive light. Daisy is quite articulate about what it is like to have
Asperger’s Syndrome, especially about her sensitivities to sound, smell,
and touch. There is a good variety of gender roles. The plot is very imaginative;
Daisy is a superhero!
Problematic: All the characters appear
to be of European background, except one minor character named "Betsy Yamato."
Age Level: Middle school- it
was in the library under juvenile. It is a chapter book with fairly large
print, 14 chapters, 199 pages, and black and white illustrations.
Suggestions for use in curriculum:
Summary: Alison is the good, studious, and extremely smart child in her family because her twin brother has autism. He is a mathematical savant and he is a minor character in the book. The main plot is about Alison and a mean but popular boy named Harry. Harry is the son of the rabbi where Alison and her brother attend synagogue. Harry has a diving accident and becomes paraplegic. He is still mean, but Alison befriends him. He calls her "Queen Nerd" to spite her and she takes it as a compliment. They end up hooking it up!
Critique:
Positive: NOTHING. I’m embarrassed
it’s on my library record.
Problematic: The brother was portrayed
in a terribly stereotypical and negative way.
Age Level: This chapter book
(184 pages) features fourteen and fifteen year old characters. I found
it in the "young adult" section. The readability according to Raygor’s
was sixth grade.
Suggestions for use in curriculum:
Summary: This novel is told from the point of view of Christopher, a boy who is autistic and mathematical savant. The setting is in England- near and around London. The novel begins when Christopher discovers the "murder" of a neighbor’s dog. Christopher tries to solve the mystery like a detective, despite the fact that his father wants him to mind his own business. The back explains: "Christopher John Francis Boone knows all the countries of the world and their capitals and every prime number up to 7,057. He relates well to animals but has no understanding of human emotions. He cannot stand to be touched. And he detests the color yellow."
Critique:
Positive: Christopher is portrayed
in a humanistic way; although he exhibits stereotypical behaviors, they
do not overshadow the fact that he is a person with individual wants and
needs. Because novel is told from his point of view, many of his behaviors
that would seem irrational to an outsider are explained quite logically.
The structure of the novel is clever and engaging.
Problematic: There is some adult
content, although it is pretty tame. (There is an affair in the novel-
Read it first before planning it into curriculum.) The story is not multicultural.
Age Level: It’s a novel intended
for adult readers (221 pages). However, the Raygor test put it around a
fifth or sixth grade readability. I think it would be great with juniors
and seniors.
Suggestions for use in curriculum:
Lears, L., (1998). Ian’s walk-a story about autism. Albert Whitman & Company. Morton Grove, Ill.
This is a story about two sisters who takes their autistic brother Ian for a walk to the park. The book shows how Ian reacts differently to objects and his environment, and how his sisters react to him. They are irritated by his behavior, and then for a brief period, they lose him when he goes off to clang a bell. They appreciate his behavior after they find him. The story line is very touching and the way the book describes the way Ian looks at the world is beautifully different. The illustrations are very real and engaging. The characters in the book appear to be middle class Caucasians. This is a picture book and is suitable for elementary aged students 7-10 due to content. I would read this book aloud to my class to start a discussion about disabilities.
Ely, L., (2004). Looking after louis. Albert Whitman & Company. Morton Grove, Ill.
This story is about a young girl who has a new boy in her class. She feels protective over him and tries to connect with him. The special Ed teacher and teacher also encourage Louis to play soccer when they see that he connects to playing the game. The young girl understands that special students are treated differently to help them. This is a very good book that shows what might happen in a classroom. The students and teachers are positive role models that are supportive to Louis, who is autistic. The illustrations are beautiful and animated. The classroom displayed multicultural students and teachers. Characteristics of autism displays were Louis drawing pictures, not talking to students. and doing his own thing on the playground and ignoring the majority of social interaction. This is a picture book and is suitable for elementary aged students 5-10. I would read this book aloud to my class to start a discussion about disabilities, or have it in my library for students to read after teaching a unit on special students.
Wolff, V. (1988). Probably still nick swanson. Simon Pulse, New York. N.Y.
This is a story about a high school sophomore who has Aspergers and is high functioning. The book is told in the first person and the reader has an inside look on how someone thinks with this disability. Nick describes how it is to be in special Ed, and what happens when he takes a girl to the prom. His mind often skips from subject to subject as he has a hard time focusing. He has an unusual interest in amphibians and is an expert on frogs and lizards. This chapter book is suitable for 7th to 10th grades. The book is engaging, yet it is sometimes hard to follow as Nick’s mind skips to subject to subject. Nick appears to be middle class Caucasian. The book does not address multicultural issues, but does describe different types of disabilities. I would have liked to book better if there were supplemental information about disabilities in the book. The book is highly believable and touching about the challenges that Nick faces and his struggle to belong and experience life. This book won several awards including an ALA best book, A school Library best book, an IRA Children’s book Award, just to name a few. I would have this in my personal library and give a book talk about young people and disabilities.
From
Autumn:
Thompson, M. (1996). Andy and his
yellow frisbee. Bethesda, MD: Woodbine House, Inc.
This book is for K-5th graders.
It is about a boy named Andy. Andy has autism and will fixate on one particular
object. Everyday he spins his yellow Frisbee during recess at school while
his older sister keeps on eye on him. There is a new girl at school who
is interested in Andy and why he acts differently. One day she brings a
Frisbee to school and tries to talk with Andy. Although Andy doesn’t speak
to her it is a good encounter between the two and she ends up meeting Andy’s
older sister.
The main character of this story, Andy, is a white boy. It would be important for teachers (especially of the lower grades) to use this story along with other ones that depict a child with autism as another gender and ethnicity as to prevent them from thinking that autism only occurs in white boys. Along with this the teacher would want to teach that children with autism can fixate on other things not just Frisbees. Also the teacher would want to make sure that the students understand that a child with autism would always have these childlike behaviors. As they get older they would not grow out of it. Overall I thought that this story did a good job in portraying a child with autism accurately.
I think this book would be a great start in introducing children to what autism looks like on the outside. Not all of the characteristics were presented in this book but it would be a good start at informing students.
Lears, L. (1998). Ian’s walk: A story
about autism. Morton Grove, Illinois: Albert Whitman & Company.
This book is for K-4th graders.
It is about a boy named Ian. One day Ian, who has autism, and his two sisters
go for a walk. Through the story one of the sisters describes how Ian does
not seem to hear, smell, see, taste, and touch the same things everyone
else does. At one point Ian is missing and the sister closes her eyes and
tries to think the way that she thinks Ian does to help her find him. She
eventually finds him and realizes that even though Ian can sometimes make
her angry she really loves and cares for him.
The main character of this story, Ian, is a white boy. It would be important for teachers (especially of the lower grades) to use this story along with other ones that depict a child with autism as another gender and ethnicity as to prevent them from thinking that autism only occurs in white boys. Along with this the teacher would want to teach that children with autism do other things and like other things besides just the ideas that were presented in this story. Also the teacher would want to make sure that the students understand that a child with autism would always act this way. As they get older they would not grow out of it. Overall I thought that this story did a good job in portraying a child with autism accurately.
I think this book would be a great start in introducing children to what autism looks like on the outside and how it can impact siblings of a child with autism. Not all of the characteristics were presented in this book but it would be a good start at informing students.
Jackson, L. (2002). Freaks, geeks, &
asperger syndrome: A user guide to adolescence. London and New York: Jessica
Kingsley Publishers.
This book is for adolescence, 11-14 years
old. The language in the book is not difficult to understand, it is very
conversational, so it could be used in the primary grades but it is a chapter
book so the length might be a little difficult. This book is written by
a 13 year old boy, Luke, that has Asperger Syndrome. Throughout the book
he gives all types of advice and suggestions to individuals with Asperger
Syndrome as well as to the parents, teachers, and peers of these children.
The information in this book is based on his own life and experiences but
it is also a very accurate account of life with Asperger Syndrome. This
book would be a great supplement to any unit that a teacher was doing on
learning about diverse individuals. The book is very genuine and heartfelt.
Luke talks about the difficulties of having this syndrome and what people
should do to help make life easier for these individuals. Very useful suggestions.
From Marlee:
Lears, L. (1998). Ian’s walk: A story about autism. Morton Grove, IL: Albert Whitman & Co.
This is a story about what it’s like to live with a sibling who is autistic. It is told from the perspective of Julie, a middle child, who has an older sister, Tara, and a younger brother, Ian, who has autism. Julie expresses some of the frustrations of living with and caring for a brother who is different, and at the same time gives examples of how Ian experiences the world differently through his senses. While out on a walk Ian disappears, and Julie goes about trying to find him by putting herself in Ian’s shoes.
I appreciated the way this author used all of the senses to explain what it’s like to experience the world as a child with autism experiences it. This book is appropriate for 2nd-6th graders as a teaching tool to understanding students with autism. The pictures illustrate the physical posturing that is typical of children with autism.
Rodowsky, C. (2001). Clay. New York: Harper Collins.
This is a story about L.C. (aka Elsie, or Clay) McGee, an eleven-year old girl that had to grow up very fast. L.C.’s little brother, Timmy is different?a fact that everyone seems to accept, but their mother. After the father schedules an appointment for Timmy to see a specialist, mom panics and kidnaps her son and daughter. It is up to L.C. to figure out a way to get back home.
This book is appropriate for intermediate to middle school students. Although the story is a bit sensational, and Timmy (aka Tommy) is a secondary character, the author demonstrates the understanding and patience siblings can show for each other. In the case of L.C., she becomes the grown-up, and Timmy’s disability seems second chair to their mother’s irrational behavior.
Oe, K. (1995). A healing family. New York: Kodansha International, Ltd.
This is the biography of Hikari Oe, a Japanese boy born with a brain abnormality that renders him autistic and epileptic, but also very gifted. Hikari’s gift is music, and his compositions become a way that he can communicate with the world. His father, Kenzaburo, a Nobel Prize Winner, sensitively shares episodic stories from Hikari’s life, and gives readers an intimate view of the subtle joys that can be experienced when raising a child with special needs.
I recommend this book to high school students who particularly appreciate reading beautiful, poetic language. Oe’s book was translated from Japanese into English and the imagery of the Japanese language has been preserved.
Thompson, M. (1996). Andy and his yellow Frisbee. Bethesda: Woodbine House.
Andy is a boy who looks like any other boy his age, only he doesn’t act like any boy his age, and Sarah notices this. Sarah is new at school and decides to befriend Andy. Andy’s sister, Rosie, is not sure that she can trust Sarah’s intentions.
This book has repetitive language that makes it ideal for sharing with young readers, who can "read along," too. The repetitiveness also parallels the speech patterns of some children with autism.
Ely, L. (2004). Looking after Louis. Morton Grove, IL: Albert Whitman & Company.
This story shows how the sensitivity and intuitiveness of a caring teacher creates a classroom climate that inspires students to help and look out for each other. Ely gives us an example of how inclusive practices benefit all students in the classroom. This book is appropriate for primary children, but the lesson can be extended to all ages.
From Brian:
Day, A. (2004). The flight of a dove. New York: Farrar Straus Giroux.
This book is based on the true story of a French girl with autism, who could not communicate at all and withdrew from people and activities throughout her early childhood, until the presence of a flying dove in her classroom and interaction with other animals began a series of slow changes that brought about more expression and participation with others.
It is a touching story that has the benefit of illustrating many behaviors that children with autism have. It could be used as a read-aloud, or students themselves could also read the book in middle primary levels as part of a literacy theme on differences among students or special students. Some of the vocabulary is advanced for primary levels, though.
The only disability stereotypes that I see in this book are ones that correspond to autism, such as lacking a formal communication system, impaired cognitive abilities, and impaired (or no) social interactions. The book is not multicultural, except that some diversity in race and gender is apparent in the illustrations. Also, the girl, named Betsy, had access to a special school that many students probably do not, because of a lack of money for this.
Eden, A. (2003). To oz and back. Santa Barbara: Allen A. Knoll Publishers.
This is a mystery book written for upper primary or middle school level students. A former police officer teams up with a girl named Verity Buscador, a 12-year old with Asperger’s Syndrome, and they together solve a mystery of two missing girls. Most characters are white, it appears, and the book is not particularly multicultural.
The story includes references to stereotypical behavior related to Asperger’s Syndrome, as the former police officer gets to know Verity, but through realizing that he has things in common with her, the author paints these qualities in an accepting light. The child with Asperger’s also is key to solving the mystery of the story, through her original ideas and interest in solving codes. An advantage of the book is that it does not limit Verity’s Asperger impairments to only social withdrawal; it is honest enough to include motor mannerisms (she twists her hands together) and preoccupations that most children would not have. The book is appropriate as an individual reader in upper primary or middle school levels.
Buten, H., Ph.D. (2004). Through the glass wall: Journeys into the closed-off worlds of the autistic. New York: Bantam Dell.
This book is a non-fiction work by a man who has worked with autistic youth as a volunteer and a doctor for many years. It includes an honest and fairly complete description of the characteristics of extreme cases of autism through descriptions of different youth he has known. He discusses what autism is, biological factors, and what it is like to become attached to and grow fond of youth with autism as someone trying to help.
The book includes cases of youth from varied backgrounds, including a Tunisian boy, a boy from Turkey, and a French girl. A theme of the book is that through spending time with youth with autism and being patient and caring with them, we can often see progress in their impairments. A disadvantage of this book is that it is more geared toward adults and parents than secondary students, but it would be appropriate reading for a health-related class or for students with an individual interest in autism because of a friend or family member. The reading level is appropriate to high school students in general.
Freaks, Geeks, & Asperger Syndrome: A User Guide to Adolescence. By Luke Jackson.
A book that seems ideal for the adolescent level about Asperger Syndrome.
Autism Society of America
From Autumn:
This
web site is put on by the Autism Society of America. It is a great web
site for someone that wanted to learn about autism or someone that already
knew about autism but wanted to learn about treatment, educational laws,
or just stay current with changes and news. The website has some useful
statistical information and resources as well as information in Spanish.
There is the option of getting a brochure mailed to your house as well
as making a donation or becoming a member of the Autism Society of America.
Online Asperger Syndrome Information and
Support (O.A.S.I.S.)
From Autumn:
The
O.A.S.I.S. website states right up front that this website is to be used
for educational purposes only. It is not meant to diagnose or treat any
disorder. This website included information about support groups, related
disorders, conferences, legal resources what Asperger Syndrome is, articles
and research projects about Asperger Syndrome, and information about other
Asperger Syndrome and Autism websites. There were no accommodations, such
as information in another language.
From Marlee:This site sponsored by the University of North Carolina at Chappel Hill. It is dedicated to the issue of autism and other communication disorders. This university is foremost in autism research and treatment. This site provides helpful and useable aids to assist affected students in the classroom. It includes links to research, communication approaches, supported employment (for adults with autism), conferences and trainings, and other related web sites. If you had to use only one website to get information on autism and other communication disorders, I would go no further.
From Marlee:This is a simple, clear, and concise site. It has links to definitions, resources, diagnosis, and free support forums. It also includes a few additional links for products and programs you can purchase for helping children with autism.
http://www.teacch.com/
Brian: This is the Treatment and Education of Autistic and Related Communication Handicapped Children site, operated by The University of North Carolina at Chapel Hill. The group "Teacch" is a component of the University community and its mission includes enabling individuals with autism to function as meaningfully and independently as they can within their communities. Also included in its mission is the dissemination of information about research and practice on autism.
There are some useful links for parents, teachers, and other professionals, including articles on educational approaches, and a report of recent research. There are also some links in Spanish. One disadvantage is that a few links do not function or are incomplete, and the number of links is limited. However, the link to "Educational Approaches" lists some useful articles for teachers of students with autism and Asperger’s, including strategies for providing structure for these students and for inclusion; it is worth exploring. The site appears to be continually compiling information for educators and researchers.
www.autism.org
Brian: This is the site for The Center for the Study of Autism (CSA), located in the Salem/Portland area. According to the site, "The Center provides information about autism to parents and professionals, and conducts research on the efficacy of various therapeutic interventions." The site is a comprehensive listing of pages of information, apparently written by professionals, on disabilities and issues related to these disabilities. These are not limited to autism; they include Rett’s Syndrome, Asperger Syndrome, and some others.
There are a few sections of links to information on issues related to autism and recommended interventions. The major advantage of the site is its long list of articles to read, and there is information for educators, parents, and siblings. The chief disadvantage is that it is not compiled expressly for teachers, and so the articles for classroom techniques and interventions are limited, and most articles are written by the same person. Nevertheless some under "Interventions" are informative.
Autism Resources www.autism-resources.com/links-methods.html.
Sis: John Wobus, a computer specialist employed by Cornell University, created this site. His 20-year-old son is autistic. He has put together resources and links relating to Autism. The links included research papers, Schools, institutes, book links and frequently asked questions answered by other parents with autistic children. This is an excellent web site with dozens of resources. Mr. Wobus refers to himself as a librarian of information and this site is visited y 5000 people on a weekly basis.
Center for Effective Collaboration and Practice http://cecp.air.org/fba/default.htm.
Sis: This site lists the steps for Functional Behavior Assessments and how they should be conducted according to law. Some leading experts in this area created this site. There is a 3 part functional assessment guidelines for writing IEPS. There is also training videos offered to borrow or for a small fee. This site is outdated. Part one & two were written in 1998, and part 3 was written in 2000. There had been changes in the law; therefore, I do not think this site is relevant anymore.
Lisa: Autism Society of America: This site offers information about autism (treatment, living with autism, and educations), events, connections to local chapter of the Society, advocacy, news, resources and research. The site is very useful to find basic information about autism. It also has pamphlets and brochures that can be downloaded. It is a good size, neither overwhelmingly large, nor too brief. It appears to be written mainly for families to use as a resource.
Lisa: OASIS: Online Asperger’s Syndrome Information and Support. This site is HUGE! It looks like it has many helpful links and resources. There is a special section devoted just to educators. Sections of the website include: bookstore, news, message boards, information about Asperger’s Syndrome, research, reports, education, support groups, diagnostic scales, social skills, schools and camps, adult issues, conferences, clinicians, newsletters, publicity, legal resources, software, kids products, and family support (among others). It also provides information and links about autism (not just Asperger’s). OASIS is NOT a non-profit agency.
MAAP Services for Autism, Asperger’s,
and PDD
P.O. Box 524
Crown Point, IN. 46308
http://www.maapservices.org
Tel. (219) 662-1311
Fax (219) 662-0638
Betsy: This web site is filled with links to support teachers, parents, caregivers, and doctors that care for and educate people with Autism Spectrum Disorders. It has links to many different types of Autistic type disorders and offers a specific link for teachers. This particular link, "Tips for Teaching High-Functioning People with Autism," is designed to help teachers who have children in their classroom with Asperger’s and mild forms of other Autistic characteristics. It contains ideas for organizational skills, problems with thinking, behavioral modification, and steps for teachers to create concrete and predictable routines. It reveals tricks to chunking information and the ways this type of approach decreases adverse student behaviors and increases desired student outcomes.
National Organization for Rare Disorders
P.O. Box 1968
(55 Kenosia Avenue)
Danbury CT. 06813-1968
http://rarediseases.org
Tel. (203) 744-0100
Voice mail 1-800-999-NORD (6673)
Fax (203) 798-2291
Betsy: The National Organization for Rare Disorders is a very broad web site that offers in depth information for anyone looking for information and understanding about Autism Spectrum Disorders. It is a wonderful resource guide for various areas of interest, providing and index of rare diseases and a database with reports, articles, and other organizations related to a range of specific diagnosis. There are a number of updated news ad press releases relating to Autism, current events, speeches, testimonies, and links to current research. Membership is needed for some of the information, but a vast amount of information is free to anyone who is interested. This is a National resource with many links to advocacy, support, educational techniques, and parent support.
Autism Society of America
www.autism-society.org
Betsy: The Autism Society of America (ASA) was established 40-years-ago. It is an organization that focuses on enhancing the life-ways and educational opportunities for people with Autism Spectrum Disorders. It is available in both English and Spanish. It contains information and resources for understanding Autism, treatment, and educational approaches that include behavioral, and communication techniques for teachers, families, and caregivers. It has links to advocacy groups, vocational rehabilitation services, parent training, and educational resources. This is great place for teachers to begin when looking for additional support with Autistic children in their classroom.
Dr. Tomatis
www.tomatis.com/English/Articles/autism.htm
Betsy:
This is a web site that offers an alternative approach to support and increased
functioning in people with Autism Spectrum Disorders. Dr. Tomatis created
a "listening therapy" procedure where patients are given a repetitive music
therapy session to increase muscle tone in their ears. "Listening therapy
is usually administered by medical professionals or Occupational therapists
within the school setting. Dr. Tomatis research has proven that "listening
therapy with Autistic children reduces some of their symptom. While it
is not a cure it has given many children a decreased hypersensitivity to
sound and tactile defensiveness, improved language skills and self-image,
decreased sensitivity to food textures, helped to increase eye contact
while lessening avoidance issues, and proves to benefit students by lowering
aggressive behaviors. As a parent with a child who has Autistic-like behaviors,
I really enjoyed this web site. It provided one more option for people
who work with children affected by these characteristics another way to
help, support, and guide them to be more successful.