Special Education: Article Analysis

Special education teachers no longer may identify themselves as teachers of just a specific category of students. Rather, they must identify themselves as teachers of all students and be willing to provide whatever support is needed to meet the varied needs of students. Likewise, students should not be identified as self-contained or resource, but as students needing specialized instruction and supports for specific skills/subject areas for specific amounts of time in either a special education setting or a general education setting.

Applied behavioral analysis (ABA) is the leading scientific method that helps patients with Autism to overcome their condition. In order to improve their condition, ABA specialists focus on a system of reward, which encourages positive actions like speech, social activity and life skill improvements. This works mostly with children as they are more likely to absorb and accept new challenges; this is commonly referred to as "positive reinforcement" in the literature and has become one of the leading directions for treatment. ABA therapy was devised and implemented by Dr. O. Ivar Lovaas at UCLA in 1987. Since then, ABA therapy has become a leading branch of psychology - behaviorism.

Debates on the overrepresentation of minority students, particularly African- Americans and Hispanics are not new in special education and have characterized research in this field for over three decades. Regardless of time, legislative debate and a great amount of research theories, this problem remains. “In general, research has supported the public concern but the picture is unclear because studies have varied so much with

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.

This is why it is important that parents become trained in ABA. However, it is important that parents do not think that one approach will solve any child 's autism difficulties. The idea of using a “cookbook recipe” to fix their child is something that must be thrown out the window and techniques that encourage parents to become educated about the broadness of autism should be used. This includes learning how their child functions and ways to help design a ABA for their child rather than basing it off of statistics (Dillenburger et al.,2004).

Newsfeed text (140 characters max): Research shows that ABA therapy helps improves the lives of children with autism. Contact Trumpet Behavioral Health to get started.

My Autism classroom practicum (DSW) provided many opportunities to learn and grow. My commitment, patience, and genuine concern, yielded trust and co-operation from students, resulting in student’s improved outcomes. As my confidence grew, my ability to implement behavioural interventions improved, and I was better able to assist students to work to their fullest potential. Dealing one day with a challenging student, the teacher requested I oversee the other students. I had now the confidence, flexibility, and knowledge to take over this independent role. My ability to be independent, as well as a team player, and other attributes I learned here will translate well to the ABA field where these are essential

Readers are taught how to use ABA to teach speech and language, social, motor, and adaptive skills through a system of repetition, reward, and goal adjustment. The author also discusses what families should consider before choosing any treatment method for their child with autism, and specifically what key elements an IBI program should have. The curriculum, professional roles, parent involvement, inclusion, and pros and cons of a home based versus center based program are all covered. Staff training….. Characteristics of characteristics of children with autism.

In today’s society, we believe that all humans should be treated equal. We see this every day; on the news, blogs, social networking websites, worldwide campaigns. In her online journal article about life with a child with autism, “Tackling That Troublesome Issue of ABA and Ethics”, published in October of 2012, Ariane Zurcher argues that the issue of ABA therapy should affect either more than those individuals living with autism, or no one at all. ABA therapy is an applied behavior analysis in which patients with autism are motivated to do a certain task; they are often rewarded in hope of having an action come naturally. Zurcher dives into an article by Michelle Dawson, The Misbehavior of Behaviorists: Ethical Challenges to the Autism ABA Industry, which is so often used in Zurcher’s own article to back up her argument regarding ABA therapy. She explains how this argument stems from an inadequate definition of what equality is and how we should not use a therapy technique different from what we would use for a neurotypical individual, “If we really believe Autistic people (and children) deserve the same respect, are truly considered equal as those in the neurotypical population, ABA presents some real problems.” (Zurcher 1; par. 4)

Children with autism have difficulties understanding social models and so many of them have difficulties acquiring social skills while children with health development normally gain social and appropriate behavior by observing a model (Mash &Wolfe, 2010). If a child with autism is able to acquire social and adaptive skills they still need to learn how to generalize correct behaviors to different situations and tend to need consistent practice in maintaining those skills. To an autistic child generalization can be extremely difficult to break down and understand. Because of this ABA is

As same as you, one of the topics of this semester that caught my attention was the technique of ABA to improve the behavior in children with autism. I found very useful your comment about knowing what motivates a particular student, and which are his/her interests to focus attention when we are talking about autistic children. I consider this point very interesting because this is the main point when we are using ABA to teach students with autism. Also, I consider this point informative because if we use this behavioral principles with all our students with or without disabilities is a useful tool to handle our students in every setting, especially in schools. Least, I think that as professionals we can help parents with children with autism

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.

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 key to any successful school district is the administration. Teachers essentially provide structure, organization, and the background of a child’s future. To educate students with learning disabilities, it is essential that the staff has the training and resources needed for the appropriate people, place, and time (Lazarus) (What is Inclusion, 2001, n.p). It is unrealistic to expect that regular education teachers will always be aware of the latest research or be able to readily adapt the school's

Being a special educator, there are different roles and responsibilities separate from a general education teacher. As a special ed teacher, you need to be able to be more flexible and open-minded when it comes to teaching. These students, whether in a self-contained classroom or an ICT class, will have such differing needs than their counterparts. While they may still have some same needs, most of them will be different and individual. Even though we may have several students with the same disability in our class, that doesn’t mean that we can treat them the same; each student has differing abilities that we must figure out individually. This is one huge problem that I see prevailing in schools today. Teachers tend to think that if a child has autism, they have the same issues and needs as another child with autism but this is not the case. One child might need headphones for noise-canceling features while the other child might be ok with sound but need more social interactions skills. The ability to discern what a child needs based on their own performance is a crucial aspect to supporting every student equally. As a special educator, we need to not only look at their deficits but their capabilities as well. To define someone by what they can’t do is such a negative point of view. If we go into the classroom trying to find what is wrong with a child, we may never notice what exceptional skills they may have. For example, in class when Mark Sarabian came to talk about the