What Is The Inclusion Of Children On The Autism Spectrum?

However, the negative aspects of inclusion have not proven a strong enough point in that the good, which comes from this experience, severely outweighs any doubt of its success. Inclusion of autistic children has shown to be beneficial due to the notion that these 'disabled kids' can attend 'normal' classes with their non-learning disabled peers. By allowing all kids to feel 'normal' we, as a society, stand a chance of making prejudice which we associate the disabled under, cease to exist.

There are obvious disadvantages such as the lack of training, general education teacher will have in dealing with disabled students. A teacher trained specifically in special education could and would provide a much better service to the students that need it. Another issue is “depending on the nature of a child's disability, it can affect the way that a student behaves. According to the ERIC article, that pupil's misbehavior and disrespect can be so intense that it disrupts the learning environment” (Koolbreeze, 2017). This type of misbehavior could also be expressed in students without disabilities,

Autism is a disorder that is encompassed in the autism spectrum (ASDs) (Landa, 2007). Autism spectrum disorders describe the brain development disorders and encompass Asperger syndrome, autism, and pervasive developmental disorder not otherwise specified (PDD-NOS) disorders. Features of the ASDs includes sensory and cognition problems, difficulty in communicating with other people, and repetitive behaviors. This paper will discuss autism with respect to what it is, the causes, autism in the inclusive classroom (what can be done to enhance total inclusion) and the role of the community.

The number of pupils with autistic spectrum conditions (ASC) being educated in mainstream settings is increasing (Humphrey 2008). Inclusion in main stream education can be extremely beneficial for pupils on the autism spectrum (Great Britain. Department for Children, Schools and families, 2009), however there is growing concern about the educational experiences of pupils with ASC. Only 12% of parents with children in an unsupported mainstream primary school are very satisfied (Barnard et al 2000).

There are many debates that go on in the field of special education today. One of the major debates is whether students with disabilities should be fully included in “regular” classrooms with students without disabilities, or if they should be provided with a continuum of services, where they are provided with a variety of services that may fit their individual needs. While there is many arguments for both sides, I believe that the continuum of services model is the most effective for students with disabilities. I believe this is more effective because no student with disabilities is exactly the same. Each student can vary in disability and have a different variation of skills.

We need to adjust the classroom with hands on materials that are in reach for the child and fit their specific developmental aspects. Most importantly, we need to make sure they are included in the classroom and treated like the other students. This will help them social, emotionally, and physically. By having children with special needs in the classroom with those of general education, this allows the teacher to get training on ways to teach to all of the children and help them feel like one. Instead of pushing children with special needs off and into another classroom, it is important to keep them with the other children and allow them to grow and learn along with others. Teachers need to remember different approaches, time frames, and be flexible. Everyone learns differently and we need to be patient and understanding of the diversity among the students. The first and most important thing though is to make sure that the child is being seen by a professional or even having an aid in the classroom with them, this provides extra hands and different teaching approaches, to assure that all of the children are

The idea of children with disabilities, whether they be mild or severe has been a very controversial and misunderstood topic. In the past inclusion has brought about huge changes for not only the students, but also the parents and families of these children, and staff at schools. Teachers and education professionals were the first to really feel the wrath and intimidation of this dramatic shift in education. There were several different factors that were coming about that made it very difficult for schools and teachers, the unorganized mandates were strict and didn’t allow much time for change. “President Gerald Ford signed the Education for All Handicapped Children Act (EAHCA) into law in 1975. Since the original passage of the EAHCA, the law has been amended four times and renamed the Individuals with Disabilities Education Act (IDEA)” (Conroy, Yell, Katsiyannis, & Collins, 2010, para.1).

The best way to educate students with autism is to allow them to participate in partial or full inclusion / mainstream in classrooms, because it will give them the same learning experience as their peers, they will be able to interact with non-disabled peers and it will help them gain social skills. It is a great program to introduce into all schools and for students with Autism Spectrum Disorder (ASD) to be able to take part in and to give them a chance to experience normalcy. Partial inclusion in classrooms is a good transition start for students with ASD with severe behavioral issues that can spend part-time in a general classroom setting and then the rest of the day with their special education teachers and therapist. Full inclusion in

This report will aim to discuss the inclusion for special educational needs (SEN) students as well as those students with autistic spectrum condition (ASC). This report will discuss inclusive education and its history, as well as the social, political and philosophical arguments that impact upon it. The report will look at how educational practice is shaped by legislative and regulatory frameworks; it will also show how our own practice provides support for all children to achieve within mainstream education.

Children with special needs are slightly different from non-disabled kids, but they’re should not be a barrier between non-disabled children and children with disabilities. Special needs covers a wide range. Some children with physical disabilities use wheelchair, or cane while other children with learning disabilities such as, autism, or emotional disorder. Children with special needs are like all children they want to make friends. Non-disability children want respect, love, good education and job of their dream. Children with special needs can do the same things non-disabled kid do, but it can take them longer. It requires additional explanation or attention. Parents of children with special needs usually feel isolated and uncertain about their child 's future. Schools can help them find support that children are not alone and help is available. Teachers should meet with parents in order to get to know the children better, the specific of their children. Special teachers may come into the class to work one-on-one with the student, for individualized attention. Change begins with an honest examination of understandings, knowledge and belief. Children with special needs should spend more time with non-disabled kids. Children with special needs should study more at public school to learn from

In a perfect world, everyone would be accepted just because we are all human beings, but, that is not the case. Children with special needs have been subjected to everything from separate classes and schools to institutions and facilities for years. With the passing of laws children with special needs were taken into consideration and the need for inclusion was brought forth. Inclusion is when all students learn, participate, and contribute to all aspects of the learning process.

One of the most controversial issues facing educators today is the topic of educating students with disabilities, specifically through the concept of inclusion. Inclusion is defined as having every student be a part of the classroom all working together no matter if the child has a learning disability or not (Farmer) (Inclusion: Where We’ve Been.., 2005, para. 5). The mentally retarded population has both a low IQ and the inability to perform everyday functions. Activities such as eating, dressing, walking, and in some cases, talking can be hopeless for a child with mental retardation.

Over the past twenty years, there has been a strong movement within schools around the United States to integrate students with disabilities in to general education classrooms. Schools have been making more efforts to increase educational opportunities for students with disabilities, and while there are many benefits to inclusion, there are also many challenges. Inclusion of special education students in a regular education classroom continues to be the center of debate amongst administrators and teachers. Everyone has their own ideas and attitudes towards inclusion, and research studies have revealed that there are many things that contribute to those positive or negative attitudes.

For thousands of years individuals with exceptionalities have been present in all parts of society across the world, especially those with physical or sensory characteristics. However, the way that these individuals have been viewed has changed dramatically. Originally these individuals were seen as ‘imbeciles,’ ‘worthless,’ and ‘a burden on society’ and were often shut away from ‘normal’ society or simply left to die or abandoned to institutions. Society has, however, created a positive change and started to exhibit a more humanitarian view and protective nature and developed a concern for the welfare of individuals with exceptionalities. The steadily changing view of society has paved the way to where today these individuals are now considered a part of an all-inclusive society where every citizen has value, merit and is capable of making a contribution to society.

Every child has the ability to learn, but the way a child learns and processes knowledge can be very different, especially for a child with special needs. (Mainstreaming Special Education in the Classroom) As a society we owe all children the chance to reach their full potential, thus we must set up an environment where this accessible. Integrated education unarguably allows the must vulnerable and excluded children this chance. According to Inclusiveschools.org, “Inclusion” does not simply mean placing students with physical or mental disability in general mainstream classrooms, but rather offers fundamental change to school community and how children learn altogether. Effective models of inclusive education according to various sources, is the right model of education for special needs students because it allows greater access to mainstream curriculum, preparation for integration in an inclusive society, and promotes a tolerant and inclusive society. (Full inclusion: Has its time arrived?, The Benefits of inclusive Education.)