Certainly!

Below are possible psychology-related questions that could be asked after your internship
presentation, along with detailed answers. Each answer is structured to highlight psychological
concepts, criticisms, and real-world applications, as well as some legal frameworks in India relevant
to special education.

1. What are Jean Piaget's stages of cognitive development, and how are they applied in your
internship?

Answer:

Jean Piaget's theory of cognitive development outlines four stages through which children progress:

1. Sensorimotor Stage (0-2 years): The child learns about the world through sensory
experiences and physical interactions.

2. Preoperational Stage (2-7 years): The child starts using language to explore and understand
their world, but their thinking is still egocentric and lacks logical operations.

3. Concrete Operational Stage (7-11 years): The child begins to think logically about concrete
events and can understand the concept of conservation.

4. Formal Operational Stage (11+ years): The child develops the ability to think abstractly and
reason about hypothetical situations.

Application in the internship:

While working with children at AASE, I observed that many children with Autism Spectrum Disorder
(ASD) struggled with transitions and preferred rigid routines, which aligns with Piaget’s Concrete
Operational Stage. For example, one child, Aahaan, became anxious during transitions, illustrating
how children in this stage rely heavily on structure and predictability.

 Example: To support Aahaan, I used visual schedules and structured routines, which helped
reduce his anxiety and enabled him to focus better. Visual aids are an essential tool that
connects with Piaget’s concept of concrete thinking, allowing children to organize and
process information in a way that fits their developmental stage.

Criticism: Piaget’s theory has been criticized for underestimating children's cognitive abilities and
overlooking the impact of culture and social interactions on development. Children with special
needs may not follow Piaget's developmental trajectory strictly and require tailored interventions
based on their unique challenges.

2. What are some of the challenges children with Sensory Integration Disorder face, and how did
you address these challenges?

Answer:
Sensory Integration Disorder (SID) occurs when the brain has difficulty receiving and responding to
information from the senses. Children with SID might be oversensitive or undersensitive to stimuli,
leading to challenges like:

 Sensory Overload: They may feel overwhelmed in environments with loud noises, bright
lights, or strong smells.

 Sensory Seeking: They might seek excessive sensory input, such as by constantly touching
objects or seeking out noisy environments.

Example from internship: At AASE, I worked with Mandhaar, a child with Sensory Integration
Disorder. He sought sensory input by constantly touching flowy objects and raising his voice when
excited.

Intervention: To help him, I provided sensory objects like textured toys, which allowed him to
engage in sensory activities that helped him regulate his behavior. For children like Emma, who had
sensory sensitivities and wore earmuffs to block out auditory input, I communicated with her using
non-verbal instructions to reduce sensory overload.

Criticism: Some psychologists argue that Sensory Integration Therapy lacks sufficient empirical
support to be classified as an evidence-based intervention. While it can benefit certain children,
more research is needed to confirm its effectiveness.

3. How does the behavioral approach apply to children with special needs, particularly those with
Autism?

Answer:

The behavioral approach emphasizes learning through reinforcement and punishment and is widely
used in interventions for children with special needs, especially those with Autism Spectrum
Disorder (ASD). Techniques such as Applied Behavior Analysis (ABA) focus on modifying behavior
through systematic rewards and consequences.

Application in the internship:

During my time at AASE, I observed a child named Krish, who engaged in self-injurious behavior like
head-banging when frustrated. Using behavioral techniques, I introduced positive reinforcement by
providing sensory toys (such as stress balls) whenever Krish engaged in positive behaviors, like
following instructions. Gradually, the use of these reinforcements helped Krish regulate his emotions
and reduce self-injurious behaviors.

Criticism: While ABA is effective in behavior modification, it has been criticized for being too
mechanistic and failing to consider the child's internal emotions and motivations. Some argue that
the focus on external rewards can diminish intrinsic motivation in children.

4. What legal provisions exist in India for children with disabilities in the educational system?

Answer:

India has several legal frameworks to support children with disabilities, ensuring that they receive
equitable education:
 1. The Rights of Persons with Disabilities (RPWD) Act, 2016:

o This act mandates that educational institutions provide inclusive education for
children with disabilities. Schools must have facilities like ramps, special educators,
and learning aids tailored to the needs of children with disabilities.

o The act also emphasizes the creation of Individualized Education Plans (IEP) to cater
to the specific needs of students with disabilities.

2. The Right to Education (RTE) Act, 2009:

o Under this act, children with disabilities have the right to free and compulsory
education up to the age of 18. Schools are required to make accommodations to
ensure accessibility for these students.

3. National Trust Act, 1999:

o This act provides legal guardianship for children with autism, cerebral palsy, mental
retardation, and multiple disabilities. It supports the creation of specific educational
programs and schemes for their development.

Application in the internship: At AASE, these legal provisions were reflected in the use of
Individualized Education Plans (IEP) for children. Each child had a personalized curriculum and
therapy plan tailored to their specific developmental needs. This individualized approach ensured
that children like Aahaan and Krish received the targeted interventions necessary for their growth.

Criticism: While the laws are robust, the implementation of these legal provisions often falls short,
especially in rural areas or government schools, where resources like trained special educators and
facilities are limited.

5. What role does non-verbal communication play in working with children with special needs?

Answer:

Non-verbal communication plays a crucial role when working with children who have disabilities like
ASD, ADHD, or Sensory Integration Disorders, especially when they struggle with verbal instructions
due to sensory overload or communication deficits.

Example from the internship: At AASE, I worked with Emma, who had auditory sensitivities. Verbal
instructions often caused distress, so I switched to written instructions and visual cues. She
responded well to these forms of communication, demonstrating how critical it is to tailor
communication methods to individual needs.

Advantages: Non-verbal communication can help reduce the child’s stress and make learning more
accessible. Visual schedules, picture cards, or written instructions can create a predictable and
structured environment, which is especially important for children on the autism spectrum.

Criticism: While non-verbal communication is effective, it may not work in all cases. Some children
with communication disabilities may require augmentative and alternative communication (AAC)
devices, such as communication boards or speech-generating devices, to fully express their needs.
6. What are the benefits of individualized education for children with special needs?

Answer:

Individualized Education Plans (IEP) are personalized learning strategies designed to meet the
unique needs of each child. These plans consider a child's strengths, challenges, and specific goals,
offering targeted interventions.

Benefits:

 Personalized Learning: Children receive instruction tailored to their abilities, which can lead
to better academic and social outcomes.

 Skill Development: IEPs often include therapy sessions, life skills training, and academic
goals, providing holistic development.

 Parental Involvement: Parents and caregivers are integral to the IEP process, ensuring that
the child’s needs are understood and met both at school and home.

Application at AASE: Each child had an IEP based on their developmental needs. For example, Krish
had a plan that included sensory-based interventions to help him manage his frustration, while
Mandhaar’s IEP focused on enhancing social interaction skills.

Criticism: While IEPs are highly beneficial, they can be resource-intensive. Many schools in India lack
the specialized staff and materials necessary to implement these plans effectively, especially in rural
or underfunded areas.
Certainly! Below are additional psychology-related questions tied to disorders, definitions, and
theories that might be asked in relation to your internship, focusing on specific psychological
concepts, and their relevance to children with special needs.

1. What is Autism Spectrum Disorder (ASD), and how did you observe its characteristics during
your internship?

Answer:

Autism Spectrum Disorder (ASD) is a developmental disorder characterized by challenges in social

interaction, communication, and repetitive behaviors. Children with ASD often exhibit:

 Difficulty with social interactions (e.g., lack of eye contact, trouble understanding social
cues).

 Restricted interests (e.g., focusing intensely on a specific topic or activity).

 Repetitive behaviors (e.g., hand-flapping, rocking).

Observation during the internship: At AASE, I worked closely with children with ASD, such as
Aahaan, who exhibited difficulty in managing transitions and relied heavily on routine. Aahaan also
displayed repetitive behaviors, such as repeatedly arranging objects in a particular order during art
activities.

 To address his needs, I used visual schedules and structured activities to minimize his
anxiety during transitions. By implementing these tools, I observed improvements in his
ability to focus and engage in activities.

Theoretical connection: ASD is often explained using the Theory of Mind (ToM) deficit, which refers
to the difficulty individuals with ASD have in understanding that others have thoughts, feelings, and
perspectives different from their own. This can make social interactions challenging. Observing
Aahaan’s difficulty in reading social cues aligns with this theoretical explanation.

Criticism: While the Theory of Mind explains some social difficulties in ASD, it doesn’t fully account
for the sensory processing issues many children with ASD face, which can also impact their ability to
interact in social situations.

2. What is Attention-Deficit/Hyperactivity Disorder (ADHD), and how did you manage ADHD-
related behaviors in the classroom?

Answer:

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by:

1. Inattention: Difficulty sustaining attention, following instructions, and organizing tasks.

2. Hyperactivity: Excessive fidgeting, restlessness, and inability to sit still.

 3. Impulsivity: Acting without thinking, interrupting others, and difficulty waiting.

Observation in the internship: During my internship, I worked with children like Aahaan, who
displayed hyperactive behavior by constantly moving around the classroom and refusing to sit for
prolonged periods. This is typical of the hyperactivity component of ADHD.

Management strategies:

 I used frequent sensory breaks to allow Aahaan to expend his energy in a controlled
manner, which helped him focus better when he returned to his seat.

 Implementing visual instructions helped improve his attention span, as children with ADHD
often respond better to visual stimuli than to lengthy verbal instructions.

Theoretical connection: ADHD is often explained through the lens of the Executive Dysfunction
Theory, which suggests that children with ADHD struggle with executive functions like planning,
organizing, and regulating attention and behavior.

Criticism: Some experts argue that ADHD is often overdiagnosed, particularly in boys, and that
behaviors like hyperactivity may simply be normal variations in childhood behavior. Environmental
factors, such as school structure and teacher expectations, may also exacerbate ADHD symptoms.

3. What is the sensory processing theory, and how did it apply to the children you worked with?

Answer:

Sensory Processing Theory refers to how the brain interprets sensory information (touch, sound,
sight, etc.) and organizes it into appropriate behavioral responses. Children with Sensory Processing
Disorder (SPD) may either be:

 Sensory-seeking: They crave more sensory input and may engage in behaviors like excessive
touching or noise-making.

 Sensory-avoidant: They are hypersensitive to stimuli and may become overwhelmed in

noisy, bright, or crowded environments.

Example in the internship: I worked with Emma, a student who wore earmuffs to block out loud
sounds, demonstrating sensory avoidance. On the other hand, Mandhaar displayed sensory-seeking
behaviors, often raising his voice and seeking tactile objects.

Management strategies:

 For Emma, I provided non-verbal instructions and a quieter space, ensuring she wasn’t
overwhelmed by auditory stimuli.

 For Mandhaar, I offered sensory objects like textured toys to help him self-regulate and
remain focused.

Theoretical connection: Sensory Processing Theory suggests that children with sensory issues have
trouble integrating and responding appropriately to sensory stimuli, which is critical for functioning
in a classroom setting.

Criticism: While Sensory Processing Disorder is widely discussed, it is not formally recognized as a
standalone diagnosis in many psychological diagnostic manuals, such as the DSM-5. Some
researchers argue that SPD is a symptom of other disorders, like ASD or ADHD, rather than a
separate condition.

4. What is Applied Behavior Analysis (ABA), and how is it applied in special education settings?

Answer:

Applied Behavior Analysis (ABA) is a therapy based on the principles of behaviorism. It focuses on
changing behaviors through positive reinforcement and systematic teaching of new skills. ABA is
commonly used to help children with ASD develop social, communication, and learning skills.

Application in the internship: At AASE, I used ABA principles when working with Krish, a child who
engaged in self-injurious behavior like head-banging. Through positive reinforcement, I rewarded
Krish with sensory toys when he exhibited positive behaviors (such as following instructions). Over
time, the use of sensory toys helped him reduce his self-injurious behavior.

Advantages:

 ABA is highly structured and allows for the tracking of measurable progress.

 It focuses on breaking down complex skills into smaller, manageable tasks, making learning
more accessible for children with developmental delays.

Criticism:

 Critics argue that ABA can be too rigid and may ignore the emotional and social needs of the
child by focusing solely on behavior modification.

 There is also concern that ABA may lead to compliance training, where children follow
commands without understanding why, which could inhibit the development of autonomy.

5. What is Down Syndrome, and how did you adapt your teaching methods to meet the needs of
children with this condition?

Answer:

Down Syndrome is a genetic disorder caused by the presence of an extra chromosome 21, leading to
developmental and intellectual delays. Characteristics of Down Syndrome include:

 Mild to moderate cognitive impairment.

 Delayed language development.

 Motor skill difficulties.

Adaptations during the internship: At AASE, I worked with a child with Down Syndrome named
Mandhaar, who had difficulty with fine motor tasks. During arts and crafts sessions, I used simplified
tasks and provided physical prompts to help him create 2D models of vehicles. This allowed him to
participate in the activity while developing his fine motor skills.

Theoretical connection: The Scaffolding Theory by Lev Vygotsky was instrumental in guiding my
approach. Scaffolding involves providing structured support to help children reach higher levels of
learning and gradually reducing that support as they become more competent.
Criticism: While children with Down Syndrome benefit from scaffolded learning, critics argue that
over-scaffolding can limit a child’s ability to problem-solve independently and may reinforce
dependency on external support.

6. What is the role of empathy in working with children with special needs?

Answer:

Empathy is the ability to understand and share the feelings of another person. In the context of
special education, empathy plays a vital role in:

 Building trust and rapport with children.

 Tailoring interventions to the emotional and psychological needs of each child.

 Enhancing communication with children who have limited verbal skills.

Example from the internship: During my internship, I found that Krish, a child with ASD, became
distressed during transitions between activities. Rather than enforcing a strict routine, I showed
empathy by observing his emotional state and adjusting the schedule to include sensory breaks,
which helped him remain calm and focused.

Advantages:

 Empathy enhances the therapeutic relationship, making children feel understood and
supported.

 It fosters a more child-centered approach to teaching, where interventions are adapted to

meet the unique needs of each child.

Criticism:

 While empathy is critical, there is a risk of over-identification, where teachers or caregivers

may become too emotionally involved, potentially leading to burnout or compassion
fatigue.

7. What is the difference between Intellectual Disability (ID) and Learning Disability (LD), and how
did you encounter these in your internship?

Answer:

Intellectual Disability (ID) is a disorder characterized by limitations in both intellectual functioning

(e.g., reasoning, learning, problem-solving) and adaptive behavior (e.g., practical and social skills). It
typically manifests before the age of 18 and affects general cognitive functioning.

Learning Disability (LD), on the other hand, refers to specific difficulties in learning skills like reading
(dyslexia), writing (dysgraphia), or math (dyscalculia), despite average or above-average intelligence.

Observations during the internship:

 I worked with children like Krish, who displayed behaviors associated with Intellectual
Disability and required significant assistance with daily activities and emotional regulation.
  I also observed children with learning disabilities, like Emma, who had difficulty with verbal
instructions due to auditory processing challenges, but thrived with written and visual aids.

Theoretical connection: The difference between ID and LD can be understood using the Multiple
Intelligences Theory by Howard Gardner, which suggests that intelligence is not a single entity but a
combination of different cognitive abilities. While children with ID may struggle across multiple
domains, children with LD may excel in other areas, such as visual-spatial intelligence or kinesthetic
intelligence.

Criticism: The Multiple Intelligences Theory has been criticized for lacking empirical support and
overemphasizing individual strengths while downplaying areas of needed improvement.

Conclusion:

These additional questions explore psychological theories, disorders, and educational strategies
relevant to children with special needs. Understanding concepts like Autism, ADHD, Sensory
Processing Theory, and empathy allows for a deeper discussion of your internship experience and its
connection to the field of psychology.
Let's break down the relevant information on types of learning, special needs, special education,
and Howard Gardner’s Theory of Multiple Intelligences. These concepts are important in the
context of both general education and special education, especially when working with children who
have developmental, cognitive, or physical challenges.

1. Types of Learning

Learning occurs in various forms, and educators often adapt teaching strategies based on the type of
learning most effective for their students. Here are the primary types of learning:

1.1 Visual Learning

 Characteristics: Learners understand and retain information better through visual aids such
as diagrams, charts, graphs, and videos.

 Application in Special Education: Visual schedules, pictorial aids, and flashcards are
commonly used for children with Autism Spectrum Disorder (ASD) to help them understand
routines and concepts.

1.2 Auditory Learning

 Characteristics: Learners prefer listening to explanations, verbal instructions, discussions,

and audio materials like podcasts or lectures.

 Application in Special Education: For children who respond well to auditory stimuli, verbal
reinforcement or songs can be used to teach social or academic skills. However, children
with sensory sensitivities (e.g., ASD) might struggle with excessive auditory input.

1.3 Kinesthetic (Tactile) Learning

 Characteristics: Learners prefer hands-on, physical activities and often learn best through
movement and manipulation of objects.

 Application in Special Education: Sensory activities like arts and crafts, physical exercises,
and manipulative materials can be useful for children with ADHD or Sensory Integration
Disorder, who benefit from movement and tactile engagement.

1.4 Reading/Writing Learning

 Characteristics: Learners excel through reading and writing activities, preferring to take
notes, read books, or write essays to learn concepts.

 Application in Special Education: Written instructions or journals can help children with
ADHD or learning disabilities, as they might need structured, written guidance to stay
organized.

1.5 Social Learning (Interpersonal)

 Characteristics: Learners thrive in group settings where they can interact with others,
discussing ideas or solving problems together.

 Application in Special Education: Social stories and group activities help children with ASD
develop social skills, as they often have difficulty understanding social cues and peer
interactions.
1.6 Solitary Learning (Intrapersonal)

 Characteristics: Learners prefer working alone, often engaging in self-study or reflective

practices.

 Application in Special Education: Some children with special needs prefer solitary work, and
offering a quiet, individual space can help them focus without being overstimulated.

2. Special Needs

Children with special needs have unique challenges that affect their learning, development, and daily
life. Special needs can be broadly categorized as follows:

2.1 Cognitive/Intellectual Disabilities

 Examples: Down Syndrome, Intellectual Disability (ID), Developmental Delays.

 Impact: Children may struggle with memory, problem-solving, attention, or abstract thinking.

 Educational Strategies: Use of scaffolding, individualized learning plans (IEP), and breaking
down tasks into smaller, manageable steps.

2.2 Learning Disabilities

 Examples: Dyslexia (difficulty with reading), Dysgraphia (difficulty with writing), Dyscalculia
(difficulty with math).

 Impact: These children may have average or above-average intelligence but struggle with
specific aspects of learning.

 Educational Strategies: Multisensory approaches to learning, assistive technologies, and

targeted interventions can help improve their academic performance.

2.3 Emotional and Behavioral Disorders

 Examples: Anxiety Disorders, ADHD, Oppositional Defiant Disorder (ODD).

 Impact: These children may have difficulty regulating emotions or behaviors, which can
interfere with learning and social interactions.

 Educational Strategies: Behavioral interventions like positive reinforcement, self-regulation

techniques, and a structured environment are essential.

2.4 Physical Disabilities

 Examples: Cerebral Palsy, Muscular Dystrophy, Spina Bifida.

 Impact: Physical disabilities may limit movement, coordination, or stamina, impacting

participation in classroom activities.

 Educational Strategies: Use of adaptive equipment, assistive technology, and physical

therapy.

2.5 Sensory Processing Disorders

 Examples: Sensory Processing Disorder (SPD), Visual or Auditory Impairments.

  Impact: Children may struggle to process sensory information appropriately, leading to
overstimulation or underreaction to stimuli.

 Educational Strategies: Sensory integration therapy, providing sensory breaks, and

modifying the classroom environment to meet sensory needs.

2.6 Autism Spectrum Disorder (ASD)

 Characteristics: Children with ASD often exhibit difficulties with communication, social
interaction, and repetitive behaviors.

 Impact: Rigid routines, sensory sensitivities, and challenges with social cues can affect their
participation in regular classroom activities.

 Educational Strategies: Applied Behavior Analysis (ABA), visual schedules, structured

routines, and social stories can support their learning.

3. Special Education

Special education involves the practices and programs designed to address the unique needs of
students with disabilities. The core principles include:

3.1 Individualized Education Program (IEP)

 Definition: A legal document developed for each student with a disability that outlines the
student’s learning needs, goals, and the specific services and accommodations they will
receive.

 Application: Children like Krish, who exhibited self-injurious behavior, would have an IEP that
includes behavioral interventions like providing sensory toys during moments of distress.

3.2 Inclusive Education

 Definition: Educating children with disabilities alongside their typically developing peers in
general education classrooms whenever possible.

 Benefits: Promotes social integration and equal opportunities for children with disabilities.

 Challenges: Requires adequate teacher training, special education support, and resources to
accommodate all students' needs.

3.3 Assistive Technology

 Definition: Devices and software designed to support the learning and development of
children with disabilities, such as text-to-speech software for children with dyslexia or
augmentative communication devices for children with speech impairments.

 Application: For children like Emma, who had auditory sensitivities, using non-verbal
communication aids like tablets with visual instructions can make learning more accessible.

3.4 Early Intervention

 Definition: Services provided to children with disabilities from birth to age five to support
their development and mitigate challenges early in life.
  Importance: Early intervention can lead to better long-term outcomes in cognitive, social,
and physical development.

4. Howard Gardner’s Theory of Multiple Intelligences

Howard Gardner's Theory of Multiple Intelligences (1983) challenges the idea of a single general
intelligence (IQ) and proposes that individuals have multiple types of intelligences. This theory is
highly relevant in special education as it promotes a strength-based approach, allowing educators to
build on each child's unique talents.

The Eight Intelligences:

1. Linguistic Intelligence:

o Characteristics: Skill with words, language, and writing.

o Application: Children with strong linguistic intelligence, such as those who excel at
storytelling or writing, may thrive with reading/writing-based assignments, even if
they have learning disabilities.

2. Logical-Mathematical Intelligence:

o Characteristics: Ability to think logically and solve mathematical problems.

o Application: Some children with ASD excel in logical reasoning and benefit from
structured, predictable tasks.

3. Spatial Intelligence:

o Characteristics: Ability to visualize and manipulate objects mentally.

o Application: Children with strong spatial intelligence may excel in activities involving
puzzles, building blocks, or visual arts, which can be useful for tactile learners.

4. Bodily-Kinesthetic Intelligence:

o Characteristics: Coordination and skill in physical tasks.

o Application: Hands-on activities and movement-based learning benefit children with

ADHD and other sensory processing issues, as they learn best through physical
engagement.

5. Musical Intelligence:

o Characteristics: Sensitivity to sound, rhythm, and music.

o Application: For children with ADHD or ASD, incorporating music into lessons may
improve attention and engagement.

6. Interpersonal Intelligence:

o Characteristics: Ability to understand and interact effectively with others.

 o Application: Children with strong interpersonal intelligence may thrive in group
settings and collaborative learning, though those with ASD may need help
developing social skills.

7. Intrapersonal Intelligence:

o Characteristics: Self-awareness and understanding of one's emotions and thoughts.

o Application: For children who prefer solitary learning, individualized tasks and self-
paced work may be more effective.

8. Naturalistic Intelligence:

o Characteristics: Ability to understand and work with nature, such as recognizing

patterns in the natural world.

o Application: Children with strong naturalistic intelligence may benefit from outdoor
learning activities, such as gardening or nature walks, especially those with ADHD or
emotional disorders who respond well to nature-based therapy.

Relevance in Special Education:

Gardner’s theory encourages educators to diversify teaching methods to cater to different types of
intelligences, especially for children with special needs. For instance:

 A child with ASD may excel in logical-mathematical tasks, and a structured environment with
problem-solving activities could maximize their learning potential.

 A child with Down Syndrome may have strong interpersonal intelligence and benefit from
social interactions, group activities, and collaborative learning environments.

Criticism of Gardner’s Theory:

 Lack of empirical support: Critics argue that Gardner's intelligences are more akin to talents
or abilities rather than distinct forms of intelligence.

 Applicability: Some suggest that Gardner’s theory is difficult to apply in a standardized

education system where assessments and curricula are not easily adaptable to multiple
intelligences.

Developmental disability is a diverse group of chronic conditions, comprising mental or physical

impairments that arise before adulthood. Developmental disabilities cause individuals living with
them many difficulties in certain areas of life, especially in "language, mobility, learning, self-help,
and independent living".[1] Developmental disabilities can be detected early on and persist
throughout an individual's lifespan. Developmental disability that affects all areas of a child's
development is sometimes referred to as global developmental delay.[2]

The most common developmental disabilities are:

 Motor disorders, and learning difficulties such as dyslexia, Tourette's

syndrome, dyspraxia, dysgraphia, dyscalculia, and nonverbal learning disorder.
 Autism and Asperger syndrome are a series of conditions called autistic spectrum
disorders (formerly called pervasive developmental disorders) that cause difficulties in
communications. Autistic spectrum disorders affect speech, understanding body language,
social interactions, difficulty in understanding others in areas such as sarcasm and other's
feelings, and causes repetitive behaviors known as stimming.

 Down syndrome is a genetic condition in which people are born with an extra copy of
chromosome 21. This extra copy affects the development of the body and brain, causing a
range of physical and mental impairments for the individual.