Getting to Know Your Baby - How She Learned From Every Sensory Experience

As each week goes by, your baby will appear less floppy, less curled up, and more alert. She is now interested in the world and is learning from every sensory experience.

Reflexes and posture - At this stage reflexes still govern your baby's movements, although over the next few weeks they will become more integrated and most of the more primitive ones will disappear. Your will notice that she still has her fencing (ATNR) reflex - when her head is turned to one side, she extends her arm on the same side. She will start to catch a glimpse of her hand in this position, but because her arms swipe around so much, she will not be able to remain focused on it for long. Her arms and legs move a lot at this stage, especially the arms, swiping wildly through the air. This makes her feel disconcerted and you can help her to feel more composed by cupping your hands behind her shoulder blades and providing some pressure to bring her hands towards the midline of her body. During this period you will notice that she clasps her hands much less. Occasionally she will open them. She will not start reaching for objects yet, but will stare intently at them, almost reaching out with her eyes.

During this period your baby needs opportunities to work her back and neck muscles, as she becomes less flexed. If you place her on her tummy she will start to lift her head up from the surface and when held in a sitting position she may hold her head upright for a little while. When you pull your baby into a sitting position from lying on her back, she will start to hold her head in line with her body. By six weeks your baby will have uncurled a lot, have straighter hips and knees, and will be able to hold her head up for a few minutes.

Visual development - Your baby is working hard at developing her eye muscles. The muscles inside her eyes are responsible for her focus and clearness of vision. She will be practicing her focus at different distances. She loves mobiles with contrasting colours because they help her to maintain focus and work those muscles. The muscles surrounding her eyes are responsible for coordinating eye movements. This is essential if she wants to watch a moving object. Your baby enjoys patterns of any kind. She will watch people if they are in her line of vision and even turn her head towards them if she hears a sound.

Social awareness - Your baby recognizes your face and will stare intently at your facial features. If you stick out your tongue, she may copy you. If you smile, she will try desperately to copy it. Eventually the big milestone that makes all the hard work seem worthwhile will happen around the six-week mark: your baby will start smiling. Some babies start smiling with intention (not just for gas bubbles) even earlier than six weeks. Your baby loves language and responds to your voice. When you speak to her she will hold your gaze for longer and may even try to talk by making little throaty noises.

Regulation - At this stage your baby can just about maintain her body temperature and heart rate. She cannot regulate her sleep/wake cycles or state (calm-alert/active-alert, and so on) yet and that is why she fusses just before she falls asleep. One of your baby's key tasks at this age is to learn to remain calm when exposed to stimulation.

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Is There an Oversight That Autistic Children With a General Education May Experience Setbacks?

While many schools try to integrate children with learning challenges into the mainstream classroom, autistic children with a general education could experience setbacks because of the environment in school. A classroom not suited to autistic behaviors and teachers or students not understanding disorder characteristics could hinder the learning ability of an autistic student.

An inclusion school environment can be successful if teachers have experience and training in autistic education. Not having the proper training could lead to setbacks in an autistic child's verbal and nonverbal communication development, sensory processing, social interaction and imaginative or creative play.

Because autism affects non disordered pupils with habits stressful to others, teachers need to help all students adapt by using different techniques based on the needs of the autistic child. Because autistic children have habits, such as repetitive behavior or sudden outbursts for no reason, a classroom needs to be flexible in order to conform to an individual's learning needs and be capable of addressing behavioral issues in a calm and understanding, yet disciplinary, manner.

Mainstream schools with successful autism inclusion rely on visual aids, structure and routine to ensure that there are no setbacks later in life for an autistic student. In addition, by pairing an autistic child with a traditional student, an autistic student's socialization improves through peer interaction and anxiety is reduced. With a well rounded education, the autistic student will be able to conduct daily living needs and function in society as an adult.

While most people rely on two or three learning styles, autistic students use only one style of learning. Because autistic children have different learning styles than traditional students, a dual curriculum is necessary in certain general education areas. Otherwise, the autistic child will be unable to process the information being taught. Autistic children whose learning style is not being met can cause disruptive behavior, such as running around in the classroom or not listening to the teacher. In these situations, a classroom may not be suited for autistic learning.

If teaching styles in a mainstream school cannot be adapted, then a school that is tailored towards the autistic student is the best option. The school environment and teachings will be better geared to the student and there will be no issues with not understanding the behaviors of the disorder.

However, there are pros and cons when comparing an inclusion school to an autistic needs tailor made school. While autistic students can learn from other students, a general education could cause setbacks if educators fail to modify their teaching styles to accommodate autistic students. However, a school tailored only to autism shelters autistic children and prevents them from learning societal challenges among others without the disorder.

While the debate continues to ask whether a general education can cause setbacks, it is known that a proper education for an autistic student requires a nurturing environment that allows the individual to feel comfortable in learning. By doing so, autistic students will be able to find their talents and succeed in life.

It is critical, if there are any concerns, regarding your child with autism or signs of it, to get the information you need to help you understand the difference between general education for autistic children that they could experience setbacks. Isn't your child worth it? If so, Bonita Darula, at http://www.autismintoawareness.com can help you. I would highly recommend you visiting her website.

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