Autism is defined as a behavioral disorder that is marked by deficits in the areas of social communication, social interaction, awareness of social cues, along with limited interests and "stereotyped repetitive behaviors and mannerisms" (Baird, Cass, & Slonims, 2003, p. 488). In addition, autistic individuals may also display hyposensitivities or hypersensitivities to different types of environmental stimuli (Baird et al., 2003). More specifically, the signs that child or an adult have autism have been identified in the areas of communication and social deficiencies. With regard to the area of communication, autistic individuals may exhibit any of the following characteristics: a) muteness or the use of awkward sentences; b) echolalia; and c) difficulties with using language for communication or discussion of topics. In the area of social interaction, autistic individuals tend to be reluctant to engage in group activities with others. Even when they do participate in group activities, they usually demonstrate aggressive or social behavior. In addition, they have difficulties with following classroom rules and practices such as obeying the teacher or engaging in group activities. They are also unable to relate to the interests and requirements of their peers and adults respectively. Finally, they will react defensively to perceived intrusions into personal space (Baird et al., 2003).
In order for educators to help children with autism overcome these difficulties, the following bypass strategies that will help them circumvent their weaknesses (Pisano, 2002) are suggested. Moreover, interventions for each of these strategies will also be presented:
Permit controlled movement: Because of the vestibular needs of autistic children, they are better able to attend to their task when they are engaged in a physically stimulating activity (Saskatchewan Special Education Unit, p. 3; Baird et al., 2003). The intervention will i...