The Importance Of Education In Public School Education

There has been a significant amount of progress in defining the rights of special education for students over the years. Special education assists students who require guidance as he or she is attempting to learn within a public education environment. The Centers for Disease Control and Prevention estimates that 1 in 68 children are identified with autism, which is also known as autism spectrum disorder (ASD) (“Facts about ASD”). According to Autism Society of Maryland, “Autism is a complex developmental disability’ signs typically appear during early childhood and affect a person’s ability to communicate, and interact with other individuals differently and to varying

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).

Some of the interventions that IDEA suggests that students be included in the regular general education classroom as much as possible with their peers, because it helps them gain social relationships with others (McCurdy, 2014). But there are some negative aspects to having children included in the classroom. One of the roadblocks that schools come across is having to gain support from the school officials and staff members (McCurdy, 2014). The second barrier is having a student with autism spectrum disorder is risking them having a disruptive behavior or witness an off-task behavior that would disrupt other students in the classroom (McCurdy,

Based on the civil rights principal of equal educational opportunity, the Individuals with Disabilities Education Act (IDEA) guarantee an appropriate education to all students with disabilities. The 1997 IDEA amendments mandate that parents of children with disabilities have a right to be involved with the school district in education decisionmaking processes, meetings, and records of their children. Yet some parents of children in special education feel that schools do not welcome their participation. Parents of children with autism constitute one group of such parents who continually struggle with concerns about the poor quality of education that their children receive. Their perseverance to obtain not even an ideal--but

Mental illnesses have been changing how Americans view one another. A major disability that wrecks havoc on citizens and their viewpoints is the list of disorders under the autism spectrum. Many styles of aid are available to these people, most beginning with younger, school age children. However, the question stands whether they actually need all the assistance being thrown at them. While students diagnosed with Autism Spectrum Disorder (ASD) or Asperger’s Syndrome (AS) should be given the help they need to flourish, their needs are different from others with special needs. Furthermore, while their grades are likely maintain a decently high average, they may not manage all too well socially.

The issue that is in our world today would be that there is not enough education presented to the public about autism, as well as any or all special needs. Everyone should in some way be educated about these things, at least in a generalized aspect. There are so many families that have a child in their lives who struggle with a disorder that they have no control over, it takes control of them. It is very typical for families to go out with one another, to shop or eat. Environments as such may be an everyday thing to an atypical person. However, everything is heightened to an individual with autism. This causes an overstimulation for an individual, which ultimately results in misconduct. One common thing amongst these individuals is that how they look physically may not represent how they think mentally. For someone from the outside looking in on a situation, seeing someone with a physical characteristic one way, yet behaving another looks absurd. We as a society need to change people’s understanding of the functionality of a person on the spectrum. A negative response can affect this individual’s behavior, take someone approaching them in the wrong way, and ultimately not comprehend a situation correctly. Autism awareness should be understood unanimously, offering people the right education, getting them to be compassionate, and simply showing manners there would be much more respect shown to people with autism.

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

While many individuals may have racial categories in mind when they are presented with a topic about minorities, autistic individuals are rarely brought to the surface of this conversation. This means that one should consider those with disabilities as another minority category. Those with autism cannot express their thoughts well, showing their lack of socialization with anyone. Knowing that autistic individuals are born with this genetic disease serves as a detriment when they face a classroom environment, where communication is quite important, especially in the K-12 system of the United States. Therefore, not supporting autistic students to their fullest potential serves many problems to the student, parent, and educational system.

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

Most media outlets use children to tug at the hearts of the viewers and usually when you mention Autism people automatically think of children. To be honest, before this class I was guilty of this assumption as well. But, the reality is, these children on the spectrum eventually grow up to be adults, and unfortunately people forget or fail to consider what happens when they hit adulthood. The amount of supports are drastically diminished because the services, interventions and attention they used to get in school are now gone. These adults on the spectrum are now expected to find services elsewhere. Which, may not seem like much of a problem, until you realize the amount of programs and services are slim and, even more frustrating, find that there may be waiting lists or criteria you have to meet to be considered for a spot. Group homes are a hallmark example, due to the limited number of homes, people face waiting lists for years before granted a spot. This is a huge problem for those individuals who may need some extra help to live on their own, forcing them to live with family. I heard about these problems when talking with participants at the Hussman Center, they also discussed how difficult it was to find jobs. These are the type of problems society needs to straighten out, we are providing so much effort to help child with Autism but it’s pointless if, when they reach adulthood, they struggle to become an independent contributor to society due to lack of funding and

This quote is a good principle on how to teach any child, autistic or not. Children with autism spectrum disorder should be integrated into a regular classroom setting because it promotes peer interaction, requires social communication and furthers academic skills.

It is important that all students receive appropriate educational services so that they can reach their potential as individuals and as members of the wider community. There has been a continuing increase in the number of students eligible for special education services under the definition of autism. This increase has made the education of students with autism within inclusive classrooms a key priority for educators and parents. Children with autism are entitled to effective evidence-based interventions delivered in the least restrictive environment possible, and preferably in general education settings.

According to medical professionals, specifically pediatricians, molecular biologists, and general surgeons, autistic children need to be successfully integrated in mainstream classrooms. According to A Report of the Surgeon General about integrating autistic children into mainstream classrooms “Thirty years of research demonstrated the efficacy of applied behavioral methods in reducing inappropriate behavior and in increasing communication, learning, and appropriate social behavior” (Malamed). Clearly, applied behavior methods have effectively reduced behavioral issues through mainstream classes, also improving the social skills of autistic children. According to Richard Axel, molecular biologist at Columbia University, in a lecture about perception, he revealed that different individuals with different mental capacities have different perceptions and social abilities (Axel). When you combine with this from the report from the general surgeon, it is evident that an autistic child’s previous social disability as a result from their differing mental capacity will be improved when they are given the opportunity to improve in a mainstream classroom, rather than brutally suffering in a separate learning environment. Like surgeons and molecular biologists, pediatricians also observe that integrating autistic children and neurotypical will produce

Students with Autism Spectrum Disorders need to learn the academic and social skills that will prepare them for future jobs, just as typically developing students do. The term “Autism Spectrum Disorders,” or ASD, refers to a group of disorders with specific characteristics including deficits with communication and socialization, repetitive behaviors, and limited or restricted interests. As much as possible, students with this disorder are typically mainstreamed, or included in, general education classes to improve their social behaviors and communication. Mainstreaming students with autism has positive benefits for their peers as well. Depending on the severity, students may also benefit academically from inclusion. However, since

“Never underestimate a child with autism. It’s their differences that make them unique and beautiful.” Autism can be defined as a pervasive developmental disorder characterized by severe deficits is social interaction and communication, by an extremely limited range of activities and interests, and often by the presence of repetitive, stereotyped behaviors. Children that are being diagnosed with autism spectrum disorder have increased at a rapid rate in the last decade. Some of the reasons it is becoming more prevalent in society is due to improved diagnoses, broader array of conditions falling within the range of autism, and increased rates of autism in the general population. As a result the number of autistic children in the general classrooms has increased leaving teachers to create strategies that work within their own classrooms to accommodate every student. Teachers are required to prepare students for the classroom with intervention techniques, make specific changes in their classroom based on the students in their class, utilize collaboration among professionals, create supportive interactions among peers, and create a classroom that support student/teacher differences.