Partial Inclusion

Autistic children should feel motivated and should be able to achieve different goals by being provided with various interventions as an individual and his or her support group. Children that are diagnosed with autism should get early intervention as early as possible in order to get better results by knowing the age group the autistic child is in the more intense the program can feel by the amount of hours that are being offered for the ASD child. The more hours the more change and improvement the parents and the child care center will see from the child with autism. When working with children that have autism there are many different ways to approach to the child so the child feels

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.

Which is why the Individualized Education Program was created in the late 1970’s. IEP’s provide children with ASD proper personalized learning strategies they need in order to achieve academically. With this program enacted, psychologists, behavioral analysts and doctors began researching the topic of autism and studying how children with ASD learn. They slowly began coming up with effective methods of how to teach children with ASD and how to help these children learn at their highest potential. These methods included DDT, PECS and PRT which have been applied, analyzed and refined over the years to create evidence based techniques that result in the most effective ways

The No Child Left Behind and the Individuals with Disabilities Education Act entail that students with disabilities or special needs to be open to the overall education and determine the progress of the child. Three unsurpassed practice strategies for supporting young children on the autism spectrum (including Asperger's Syndrome) in an early learning environment. The first strategy is reinforcement. Reinforcement is a critical strategy of evolving and maintaining the enthusiasm of this type of student. A teacher must use objective or actions that the students would like or enjoy that can be obtainable behavior. In my field experience observed I have seen the Pre-K teacher use the computer and smartboard to interact with the class as well

144). Some other techniques for improving the learning experience of students with autism are structured teaching, speech and language therapy, social skills therapy, and occupational therapy. Keeping a structured and predictable schedule is imperative when instructing a child with autism. The child will also, most likely, need some specialized classes in speech as well as instruction in appropriate social interaction, as one symptom of autism is a lack of comprehension of social norms. Educators need to keep in close contact with the team responsible for the student’s educational plan and diagnostic write-up to ensure that there are no large gaps in the educational programs suggested and the ones being applied.

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).

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

First of all, the Educational Advocates for Students with Autism defines the accommodations which are adjustments made in how a student with a disability is taught or tested. Accommodations do not change what the student is taught or what he is expected to know. However, modifications change the level of instruction provided or tested. Modifications create a different standard for the student receiving them. For example, if a student has a processing disorder in a math class and he produces work much more slowly than others an accommodation for him might be work on less questions than others only if the questions include all the knowledge that expected from the student to learn. On the other hand, if

There are various instructional methods I will use within my classroom. I have been trained by Cleveland Clinic Children’s Autism Development Solutions incorporates ABA as well as using task analysis techniques to help make the student successful in what you are trying to teach them. The process starts off small but then as they master the smaller steps, they increase to larger steps and can become longer within the activity to show increased task duration. This helps the student become ready to perform certain jobs they may like. I would also have a behavior plan in place for each student so when they have their behaviors then there is a step by step plan to help myself and whoever comes in contact with the student to know

As an educator, it is a great chance you will have a student with Autism in your classroom. It is important for all educators to be familiar with the Individuals with Disabilities Education Act. Most people view the IDEA as the sole responsibility of a teacher of special education. However, with inclusion classrooms and non-identified students, all educators should be trained to meet the needs of all students. This video gives parents a very good overview of services available for Autistic children. If a children identified as Autistic, they can be eligible for services through a special education classification. Since Autistic Children’s needs are unique, there are a wide

Throughout my experience as a student, I’ve been told that inclusion is a good thing and beneficial for everyone involved. However, when Heather went to visit a hearing classroom, she felt left out since everyone was speaking. Simply including Heather in the hearing classroom was not enough as she could only sign, but no other students could. Seeing this interaction made me believe that deaf schools are more beneficial than the integration of deaf students into hearing schools. If deaf students are doing well in deaf classrooms, then the same logic should apply to students with autism. Autistic classrooms could help students embrace their autism and help them create an autistic community. This challenges the belief that autism is a disease that needs to be cured, just like Heather’s parents being part of a deaf community shaped their beliefs that being deaf is a good thing that needs to be

There has been an increase in the number of children diagnosed with autism or other autism spectrum disorders. It is likely as an educator that you will have at least one child with this diagnosis in your classroom. This paper explores some of the methods used to teach autistic children.

Statistical Tests Used: List tests below. Examples include: t-test, ANOVA, MANOVA, regression, Chi-squared, etc. Qualitative studies may include interviewing, open coding, focus groups, natural observation, etc.

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.

I am very passionate about working with kids with autism. They have such amazing personalities and I feel like people don’t see past the disability to the unique person they are. For several years I worked at a residential facility for kids on the spectrum. I was a direct care staff that worked one on one with them to work on their goals their treatment plan was focusing on. My passion to help kids with autism comes from my previous experience working with these kids and watching them grow and learn new skills. This transformation that I watched happen and helped be a part of with these kids made me want to help more kids with autism spectrum disorder (ASD). There are a lot of skills that need to be taught to these children. Socialization, communication, and positive behavior are just a few kids with autism need help improving. I believe that the earlier that you teach a child these skills the more successful they will be. Early intervention has had a positive outcome within many research experiments that professionals have done. The Individuals with Disabilities Education Improvement Act (2004) also requires schools to teach kids with disabilities alongside typically developed kids as much as possible.