Classroom Implementation For Students With Autism Spectrum Disorder ( Asd )

This case study focuses on Connor, a Year One student diagnosed with Autism Spectrum Disorder (ASD). Observations and assessment of Connor’s specific needs, current level of performance and modifications to the learning and teaching environment currently being made to cater his individual needs will be analysed. Consequently, a range of teaching strategies, assessment strategies and resources to support Connor will be discussed and Individual Learning Plan (ILP) offered. Finally, a reflection on the strategies proposed and their influence on Connor’s learning needs will be detailed.

In the following study researchers compared two instructional approaches; co-teaching inclusion and solo-taught special education for students with learning disabilities in regard to their overall academic achievement. Participants of the study included twelve inclusive/co-teaching classrooms, which were compared to thirteen special education classrooms. In the co-teaching contexts the emphasis was centered on the inclusion of students with learning disabilities into a general education classroom. Co-teachers were free to choose the instructional method they would embark. Special education teachers solely instructed students with learning disabilities in small group classrooms.

Children with autism spectrum disorder will be able to receive increased services in educational settings (Hatton, et al., 2006). Teachers who educate children with autism spectrum disorder may benefit from learning the general characteristics of the disorder and evidence-based instructional strategies. Children may benefit from

Students with autism can become overwhelmed very easily by even minor deviations from the routine. It is important to be sensitive to the way autistic children function so that their potential can be reached.

Dipeolu, Storlie, and Johnson (2014) focus on strategies for school counselors in assisting students with disabilities, more specifically students with High-functioning Autism Spectrum Disorder (HASD) in their transition process. These counselors are not as prepared to work with the unique transition path of HASD students in comparison to their typical peers. The purpose of this article is to build awareness and understanding of the struggles the HASD students face and provide the school counselors with strategies to assist these students in their transition beyond high school. Dipeolu, Storlie, and Johnson use a model of eleven essential elements for a successful transition:

The purpose of this paper is to discuss the effects processing has on Autism Spectrum Disorder and in the special education classroom. Autism (ASD) is a neurological disorder that affects student’s cognitive behaviors, social interaction and communication. A positive method used to teach students has been processing. Processing consists of memory retention through visual or auditory methods in an effort to create new ways to understand and remember the words. A difficulty that occurs for students with Autism depends on their placement in either special or general education classroom. This paper will look at how Autism and processing can alter the special education classroom. We will also discuss how processing can lead to optimal outcome and cause people to lose their Autism diagnosis.

Individual with autism spectrum disorders have cognitive differences that cause the hallmark symptoms of the disorder. Although it is possible to develop these skills, it often takes arduous work on both the individual’s and teacher’s parts. Three theories describe various cognitive differences that individual on the spectrum experience.

The purpose of this research was to study the programs at Troy University in an effort to prepare the highly effective teachers to work with regular education and with students with disabilities, in particular to Autism. Autism is a spectrum disorder which means that it affects each person differently, which makes it challenging for teachers to

Students with autism may be gifted or talented in one area and very weak in another. Many students with autism learn in ways that are markedly different to their mainstream peers (Wagner 1998, p. 4). Crisman (2008, p. 30) also explains that

This article discusses whether or not special education teachers, as well as general education teachers, are prepared to teach students with autism. According to the article, autism is ranks at the sixth most commonly classified disability in the United States. There is a very wide spectrum for autism which include disorders like Asperger’s and pervasive developmental disorders not otherwise specified (PDD-NOS). 1 out of 150 American children will be born with autism (Autism Society of America, NDb).

Autism Spectrum Disorder (ASD) regarded as the presence of three aspects of impairment, namely; social cognition, communication and imagination. These three impairments are categorized as the most familiar

Autism or Autism Spectrum Disorder is one of many developmental disabilities that affect students learning. In fact, in the United States, Autism is the fastest-growing severe developmental disorder (“What is Autism,” n.d.). Also, the prevalence of Autism Spectrum Disorder is 1 in 68 children and the prevalence in boys is 1 in 42 children (“What is Autism,” n.d.). Furthermore, Autism Spectrum Disorders also affects the way a child learns and over the years, several teaching strategies have been developed to help teachers to effectively educate students with Autism. Research has also been conducted to develop and test new teaching strategies for Autism and continues in playing an important role in the education of students with Autism.

The information from the chapter was relevant for all educators. More schools are becoming diverse with students from various cultures and backgrounds. Teacher must support all learners and value their family. The only suggestion for the authors is to provide more information for educators who teach students with disabilities. As an educator in an autism classroom, it is difficult to connect with parents due to their beliefs on the disabilities.

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S

Education, for both youth and adults in the United States has been labeled to have extreme importance. The United States is blessed to have the right to a free education and access to resources to help develop further education. This right is not restricted to those with a learning disability or special need. Students found to have a special need (i.e. autism, down syndrome etc.) are given the same opportunity to be educated. By attending schools with children who have these challenges, it is noticeable that specific students are treated differently based on their condition, specifically, autism. These students should be educated based on the extent of their condition, but should not be denied the opportunity to be with their peers. Being