INTRODUCTION

Autism is a complicated neurodevelopmental illness that manifests itself in a person's inability to

respond appropriately to others and engage in social interaction. In order to make an accurate
diagnosis, you need to have sensitivity as well as a certain level of awareness of the
characteristics that influence social development. Autism is known by pervasive difficulties in
social interaction and relationships. Moreover, Autism is characterized by difficulty in social and
emotional reciprocity, a decreased interest in communicating emotions or sentiments, and an
inability to react appropriately to social interactions. People who have autism experience these
challenges. People on the autism spectrum often struggle to sustain connections, to create new
ones, or to comprehend existing ones. They have problems in establishing eye contact and in
their body language, in addition to having difficulty integrating spoken or nonverbal forms of
communication. In addition to that, autism is characterised by gestures, phrases, words, and
behaviours that are repetitive and repetitious, as well as rigid adherence to a certain schedule.
People who have autism sometimes have an abnormally intense connection to strange items, and
these individuals are hypersensitive to even the smallest changes in their environment. The
changes that occur as a normal part of development in various brain systems are what cause the
symptoms of autism (Sanna, 2021). The processes that underlie autism may be split in two
different ways. The behavioural traits are regulated by the pathophysiology of the brain structure
as well as the processes linked with it. Additionally, there are a variety of neurophysiological
linkages that exist between the brain and a person's behaviours. Autism, a key aspect of the more
general condition known as pervasive developmental disorders (PDD), may be both syndromal
and non-syndromal. There is a lack of clarity on the severity of autism in non-syndromal cases,
but syndromal autism might entail intellectual impairment or congenital disorders. Some children
are diagnosed as beginning to lose their linguistic and social abilities between the ages of 15 and
30 months. Because of identifying issues that arise within the conventional borders that separate
subgroups and fields such as psychiatry, neurology, paediatrics, and psychology, researchers
have been limited in their ability to conduct their studies. Savant syndrome is said to be present
in an extremely limited number of autistic patients, according to medical professionals (Sanna,
2021). A person begins to demonstrate amazing talents and abilities in a particular profession,
such as being able to compute difficult calculations at a very fast speed, reading two books
simultaneously, swiftly remembering information, and so on. The specific factors that may
contribute to autism are not yet fully understood. It is basically something that happens as a
result of the brain operating in a different way, and it is often thought to be genetic, since the
physicians’ uncovered bits of evidence to support this theory. Autism causes major changes in
the parts of the brain that control speech and behaviour, and autistic persons feel these changes.
In the situations of twins, a significant association between them in terms of autism has also been
documented (Sanna, 2021). Environmental factors also induce autistic disorders. In addition, the
risk factors that are present during pregnancy, such as rubella, toxins, autoimmune illnesses,
conditions that inhibit foetal development, and air pollution, all play a significant influence.
Individuals with autism tend to have low levels of tolerance and endurance as a consequence of
the condition. People with autism often have repeated panic episodes in addition to social
trauma, all of which may result in anxiety, concerns with one's self-esteem, depression,
obsessive-compulsive disorders, seizures, and sleep abnormalities (Guide, 2022). Their growth is
stunted as a result of this traumatic experience. There is currently no therapy that has been shown
to effectively cure autism; but, with the appropriate treatments and methods, mental health
problems may be managed. When dealing with autistic patients, treatment approaches might be
helpful. Applied behaviour analysis (ABA) is a technique that encourages desired behaviours,
decreases detrimental isolation from other people, and has the potential to enhance memory-
focus, academic achievement, and communications (Guide, 2022). 

HOW AUTISM SPECTRUM DISORDER AFFECTS STUDENTS’ LANGUAGE

LEARNING

Despite the fact that many children with autism spectrum disorder have IQ levels average or
above normal, autism may nevertheless impact learning in a variety of ways. Some individuals
on the spectrum may suffer from one or more learning problems in addition to other types of
scholastic difficulties. Early therapies have been shown to be very helpful in addressing a
number of these learning issues. An individualised education programme (IEP) may be
developed for pupils who are of school age in order to address academic deficiencies and
determine classroom adjustments to guarantee success. Having a handicap such as autism might
have a detrimental influence on a person's capacity to learn, but it can also come with its own set
of special skills and capabilities (Encyclopedia, 2020). People who are unable to communicate
vocally often make up for it with their ability to communicate nonverbally. Unfortunately, some
children with autism who have difficulties with nonverbal communication may not be able to
take advantage of this opportunity. Many people who have autism have difficulty performing
socially significant actions including making eye contact and using gestures. The term
"nonverbal communication" refers to a wide range of behaviours, including but not limited to
facial expressions, body language, movement, touch, space, and voice, in addition to gestures
and eye contact. The majority of individuals don't give it much thought while they go about their
day-to-day activities, yet nonverbal communication plays a significant part in how well we are
able to interact with others. Effective communication may be difficult to achieve when people
have trouble both comprehending the nonverbal signs that others provide and figuring out how to
send their own in an acceptable manner. If the teaching personnel at an educational institution
are unable to assist students who struggle with communicating, it is quite probable that the
student will have an even more difficult time understanding the material (Encyclopedia, 2020).
The staff members who work in special education should get training on how to best
accommodate pupils who have communication problems. In addition, they should instruct
classes on social skills and communication skills, maybe in conjunction with a speech therapist if
the circumstance warrants it. Playing games and fostering social contact are two simple ways to
demonstrate the importance of these abilities in a manner that is both entertaining and engaging
for the learner. Even students who are limited in their nonverbal communication abilities may
achieve academic and social success in the classroom. In the same way that one may improve
their language abilities, one can also improve these talents. Teachers, together with parents,
caregivers, and other professionals, should engage with their children and students to develop
these abilities in the context of the classroom, as well as at home and in the community outside
of it. The majority of youngsters, in general, struggle to maintain attention at times and have
trouble concentrating while they are in school. This is also true for youngsters who have autism,
who are known to have difficulty concentrating. In addition, attention deficit disorder and
Hyperactivity Disorder are fairly frequent in people who have autism (Smith, 2022). Students
who have autism may have trouble concentrating on material that is not very relevant to them,
particularly if the subject at hand is one that is related to their studies. The attention tends to shift
away from subjects and activities that do not attract kids with autism, perhaps more rapidly than
it shifts away from subjects and activities that do not interest the typical student. Because many
children with autism struggle with sensory difficulties, maintaining focus during a class or while
working on an assignment may be an even greater challenge for them (Smith, 2022). They may
be quickly distracted by stimulants that hardly register to individuals who are not on the
spectrum, such as the texture of their clothes, bright lights, music, and a variety of other things.
People who are not on the spectrum can be easily distracted by stimulants. When a kid with
autism is attempting to concentrate on one activity, the sensory stimulation that they get from the
sights, sounds, odors, and bodily sensations that are present in a classroom may be
overwhelming for them. Learning may be made more difficult in surroundings with a lot of
background noise (Bruce, 2021). Children with autism may have the capacity to concentrate
intensely on specifics, but they often struggle to step back and take in the bigger picture. This
may present itself in a youngster as the child remembers the specifics of a narrative that was told
to them but not the overall theme or moral of the story. They may have difficulty summarizing
their own views or the ideas of others (Bruce, 2021). Putting the information into a pattern so
that the bigger pattern of the material as a whole can be seen is one approach that parents and
educators might use to solve this issue. One of the most significant ways in which autism
interferes with a person's ability to learn is via speech and language difficulties. Issues with a
kid's language development as well as delays in speaking are often the first indicators that the
youngster may have autism. There are many different kinds of speech and language impairments,
and most of them fall into either the expressive or the receptive category. If a parent observes
symptoms of a speech or language impairment in their kid, they have the option of employing a
speech-language pathologist for the purpose of observation and evaluation (Bruce, 2021). This
involves examining the child's ability to listen, talk, comprehend, and repeat sentences as well as
how well they follow orders. A pragmatic speech delay is one of the most frequent sorts of
delays that manifests itself in what individuals say, how they say it, and when they say it. This
delay falls under the category of expressive disorders and is one of the more frequent kinds of
difficulties. Children with autism who have a practical delay might continuously talk out of turn
and off topic throughout classes, be noisier than what is acknowledged, perseverate on specific
utterance or expressions, have a tough moment declaring their views and suggestions, battle with
cohesive learnings, have poor communicative abilities, and find idioms and metaphors difficult
to understand. These behaviours can be attributed to a number of different factors, including: The
majority of these are linguistic abilities that are naturally possessed by the majority of the
population; yet, they are frequent areas that kids who have autism may find confusing.

VIRTUAL REALITY AS A POWERFUL TOOL IN ASSISTING LANGUAGE

LEARNING FOR CHILDREN WITH AUTISM

Virtual reality is one technique that is being adopted by therapists, counsellors, teachers, parents,
and children to assist persons with autism in better communicating with others and connecting
with the world around them (Yum, 2022). Additionally, it is being utilised to assist others who
do not have autism in comprehending what it is like to live with the disorder. There are many
people who believe that virtual reality (VR) is the only media that can really put you in the
position of another person. Virtual reality (VR) was first used by autism therapists and
researchers in the middle of the 1990s. The technology was often used by researchers to
construct virtual worlds with the purpose of assisting autistic persons in their preparation for
contacts or circumstances that may be upsetting. For instance, a collaborative effort between
Yale University School of Medicine's Center for BrainHealth and the Child Study Center used
virtual reality technology to assist young individuals diagnosed with autism spectrum disorder in
achieving economic and social independence. Additionally, virtual reality has been used to assist
autistic youngsters in developing their public speaking skills. Children were taught to look all
over the room rather than just straight ahead by using an audience made up of avatars that
disappeared if the speaker did not make eye contact with them (Yum, 2022). The game in which
the players had to maintain their avatars on screen received a positive reaction from those who
took part in it. Virtual reality (VR) has also been used to treat phobias that are common in
autistic youngsters. The following are some examples of common phobias, however the list is
not exhaustive: a fear of public transportation, classrooms, balloons, and animals. Visualization
and imagination are important components of cognitive behavioural therapy (CBT), which may
be used to mitigate the negative consequences of certain phobias. However, people with autism
may have difficulty with these tasks, thus CBT may not be as effective as it might be. People
with autism are using virtual reality (VR) to communicate their own perceptions, both to elevate
knowledge and understanding of the situation and to encapsulate the intellectual and subjective
differences that characterise it. The use of VR to generate role-playing environments for
practising social skills or alleviating phobias has proven to be successful – increasingly. Even
those who have the greatest intentions are unable to completely comprehend what it is like for
autistic people to live their lives (Yum, 2022). One project that falls within this category is called
Beholder. Oliver Clark, who is 15 years old and profoundly autistic, is the inventor of this
initiative and also the originator of United Visual Artists (UVA). Matt Clark founded UVA and
created the device known as Beholder so that he and others might experience the world as his kid
does. In 2016, the creative firm known as Don't Panic developed an interactive experience for the
charitable organisation known as the National Autistic Society. The simulation depicts how a
youngster with autism could experience feelings of being alone and overwhelmed when visiting
a shopping mall. The virtual reality (VR) business can play a significant part in rethinking how
we utilise technology to assist people on the autism spectrum interact, communicate, and
navigate their environments. In addition to this, persons who do not have the disorder may
benefit from learning more about it.

CONCLUSION

Adults diagnosed with autism seldom achieve considerable success in their lives. Many people
continue to struggle with sensory difficulties and communication deficiencies well into
adulthood, which hinders their ability to operate properly (Help, 2019). This general rule, of
course, has several notable exemptions. Autism was first identified in Temple Grandin, Ph.D., in
the year 1950. Because of the severity of her symptoms, her physician recommended that she be
admitted to a medical facility. Nevertheless, throughout her childhood, her carers provided her
with a routine that included both scheduled activities and free-play opportunities. She was never
hospitalised (Help, 2019). Temple, as is the case with many other autistic children, did not begin
speaking until she was over four years old. She had an intense interest in all kinds of animals,
much like many other autistic youngsters. Her passion for animals ran deep enough for her to
pursue a career in the animal industry as a cattle researcher, consultant, and educator. In the end,
she was able to further her education to the point where she earned a PhD and began teaching at
the university level. At the moment, Dr. Grandin may be found at Colorado State University
passing on her knowledge on the behaviour of animals. She is the author of a number of books,
some of which are about livestock and some of which are about autism. The way that we
understand autism has changed throughout the years. Back then, autism was nothing more than
an undetected developmental delay that was often grouped along with mental impairment. This
was the case sixty years ago. Today, it is acknowledged as a significant condition with its own
distinct neurological basis, a huge threat to the general public's health, and a focus of a
significant amount of study (Ohwovoriole & Amy Marschall, 2022). Researchers have put a lot
of effort into determining what causes the illness, but they have not had much success. In spite of
this obstacle, the line of inquiry continues to progress in more complex directions. Regardless of
the severity of the impairments that children with autism and PDD may have, several therapies
have been discovered to assist these children make the most of their capacity to learn and
become socially proficient. There is reason to be hopeful despite the fact that it does not seem
that any breakthroughs will occur in the near future.
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