Summary: Autistic Spectrum Disorder

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.

IDEA mandates are paramount in the daily operation of schools. IDEA outlines thirteen eligibility areas to which a child can be referred to Special Education. When a student is eligible for Special Education services they are required to receive a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment. It is because of this law that I am employed in my current position in our district. The poor ratings of surrounding school districts and the high ratings of our district has caused a fast increase of students enrollment in both general education and special education. Our district was beginning to see a major problem in placement of special education students. Students were placed in either general education classes, resource for academic assistance, or life skills. Our district was seeing

The Individuals with Disabilities Education Act, also known as IDEA was originally created in 1975 to ensure that children with disabilities were given the opportunity to receive a free and adequate education. IDEA has been revised and many times since 1975, the most recent being in 2004. IDEA consists of parts A, B, C, and D. Part A outlines the basic foundation, and defines terms used throughout the act. Part B outlines the responsibilities of schools to educate students aged 3-21.

IDEA requires schools to educate students with disabilities with children without disabilities to the maximum extent appropriate and that students with disabilities be removed to separate classes or schools only when the nature or severity of their disabilities is such that they cannot receive an appropriate education in a general education classroom with supplementary aids and services. To ensure that each student with disabilities is educated in the least restrictive environment appropriate for her needs, school districts must provide a continuum of alternative placements and service alternatives.

Individuals with Disabilities Education Act (IDEA) is a federal education law that ensures students with needs receive a free and appropriate public education (FAPE) in the least restrictive environment. The students of needs are identified by the specific school’s team of educational professionals, who develop an IEP (Individual Educational Plan) that is specially designed to meet the needs of the student, as well as being a tool to assess student progress. With the extent of disabilities, the IDEA does not demand equal results, but requires that students with disabilities merely benefit from their education (Essex, 2016). IDEA focuses on the identified specific needs of the students; and its services are utilized to address these needs.

In 1975, congress enacted the Education for All Handicapped Children Act (Kritzer, 2012, p. 53), which was later renamed the Individuals with Disabilities Education Act (IDEA). The Individuals with Disabilities Education Act is a federal law that mandates special education for children with disabilities. IDEA requires public schools to provide students with disabilities a Free Appropriate Public Education (FAPE) in the least restrictive environment (LRE). LRE requires school districts to educate students with disabilities in the regular classroom with appropriate supports to the maximum extent possible. The adoption and implementation of IDEA was a huge step towards educating all children with disabilities in the United States.

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

Pursuant to Part B of the Individuals with Disabilities Education Act (IDEA) and its implementing regulations, it is required "that, to the maximum extent appropriate, children with disabilities, including children in public and private institutions and other care facilities, should be educated with children who are not disabled; and that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily" (34 CFR 300.550).

The three key legislations governing special education that affect special education are the Individuals with Disabilities Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and Americans with Disabilities Act. These legislations work together to protect people with disabilities. The Individuals with Disabilities Act is a federal law that protects the educational rights of children with disabilities. Within The Individuals with Disabilities Act there are six principle that guarantee the rights of the student with the disability and their parents. The principles are zero reject, free appropriate public education, least restrictive environment, nondiscriminatory evaluation, parent and family right to confidentiality, and procedural safeguards. Zero reject states that public education is entitled to all students with disabilities, and the severity of the

Because of the ASD prevalence, more and more teachers have been faced with the question of how to teach children with autism particularly with the inclusion of special needs students in a regular classroom . Teaching children with autism can be very difficult because many of the behaviors associated with this disability greatly interfere with the child’s overall ability to learn (Tews, 2007). Over fifty years ago, Asperger (1991/1944) already knew that special interests are the key to fulfillment and maximized potential in children and youth with Asperger’s syndrome (AS). [1]

Office of Special Education Programs). IDEA also requires every school district to establish an individualized educational program (IEP) for special education students. In the 1990 Individuals with Disabilities Education Act, autism is identified as an independent disability category and defined autism, by law, as "a developmental disability significantly affecting verbal and nonverbal communication and social interaction" (Lewis and Doorlag 338). This law requires schools to give every student the chance to learn, but unfortunately does not require schools to see that the opportunity for students with special education is sufficient to their needs and effective in pushing these students to their highest potential.

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).

Classroom engagement is always a key issue to rookie teachers. There are various types of learner exist within a classroom and they each need to be treated differently. As teachers, we need to raise our awareness of the attributes, competencies and challenges for each of those different learner types in order to engage them in the class. This portfolio will introduce Autism Spectrum Disorder, Hearing Impairment, Gifted and Talented Students and Challenging Behaviour in the classroom as example of various learner types and discuss learning competencies and challenges, and then provide possible engagement strategies for each of those learner types. Part B of this portfolio will discuss four teaching strategies that are likely to engage students with autism spectrum disorder.

The number of children who are being diagnosed with Autism is only growing. Teachers, parents, and experts on Autism disagree on the most effective methods of teaching children with Autism. Most school districts put together a mishmash of different methods that tend to change with each growing new fad or even classroom teacher. It happens too often that good intentions bump heads with different beliefs on the correct approach. As a result, a number of districts are creating new programs based on the newest and most popular research in Autism and are looking to model the highly regarded private ABA schools.

Before discussing the advantages and disadvantages of the inclusion, the Individuals with Disabilities Act (IDEA) must be explored. IDEA states that all special needs students should be placed in their least restricted environment (LRE). As stated in the civil rights law, the least restrictive environment is explained,