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Philosophy on educating students with disabilities
Aspects of inclusive education
Education for children with disabilities
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Recommended: Philosophy on educating students with disabilities
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 "appropriate"-- education for their children requires continuous parent involvement. These parents often report feeling that the education system views them as demanding, hostile, and interfering adversaries (Hart, 1993; Jordan & Powell, 1995; Muskat & Redefer, 1994).
To improve parent/school relationships, fulfill educational rights, and improve services to children with autism in schools, it is important to gain insight into the lives of these students and their families. The purpose of this study was to explore the life issues (both home and educational) of a group of parents of children with autism. Information gathered on these issues form the basis of suggested concrete guidelines for teachers and administrators to follow to improve school/parent relationships and services for this population. A broader utility of this study is to inform educators and policy makers about the experiences of these parents to foster a better understanding of the viewpoint of parents of students in special education. Build...
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...rs represent an important first step in improving implantation of policies and services for this unique and growing population.
References
Autism Society of America (1999). Autism Society of America Homepage. [On-line]. Available at www.autism-society.org.
Bebko, J. M., Konstantareas, M. M., & Springer, (1987). Parent and professional evaluations of family stress associated with characteristics of autism. Journal of Autism and Developmental Disorders, 17(4), pp. 565-577.
Hart, C. A. (1993). A parent's guide to autism. New York: Pocket Books.
Jordan, R. & Powell, S. (1995). Understanding and teaching children with autism. New York: John Wiley & Sons.
Muskat, L. R. & Redefer, L. A. (1994). Pitfalls in educational programming for autistic children in the United States of America. US Department of Education. (ERIC Document Reproduction Service No. ED 406 794.
The issue of whether or not children with autistic disorders should be main-streamed, or placed in the same classrooms as non-autistic children, has been a very real concern for quite some time. While the debate is continuous, people often choose to side on a particular position of the argument without correctly evaluating all of the options. Should autistic children be main-streamed in regular classrooms, or should they be placed in self contained environments? Or, possibly, should a common ground be determined?
This Clinical Research Paper defines autism, the various impacts of the disorder, and the theories that can be applied to this type family dynamic. The basis of this research project stems from the semi- structured interviews that Ashley Hartmann conducted. She studied half on the perspectives of the siblings and that of the parent’s perspective and discovered various themes that arose from this study. In findings a total of 12 themes emerged between the siblings and parents; in the sibling interviews; knowledge of Autism, affect on relationships, feelings of sibling’s autism diagnosis, future care for sibling, meaning, acceptance and advice and extended family. In the parent’s interviews, feelings around autism, knowledge around autism, life changes, affect on relationships, support systems and acceptance, meaning and advice. She also highlights the stress that affects the family system, but also reveals the many resources and services to better assist these individuals and their family.
Unfortunately, a lot of parents may have a difficult time accepting their child, and coping with their needs and the responsibilities. From the book “The Elephant in the Playroom,” some families dealt with depression and physical and mental deterioration of their health. These struggles were shown in the story by Laura Cichoracki. Laura’s son’s name was Patrick. Patrick was a 6-years-old boy with autism. “I wasn’t eating right, I wasn’t showering regularly, I wasn’t sleeping well” (Brodey, p. 64). I also read the story told by Susan Marrash-Minnerly, which highlighted emotions that parents face. Susan also shed light on how wonderful children with special needs can be to a family, such as her ten-year-old third grader who had autism. Susan talked about how it was normal to feel angry at times, especially with the ups and downs a child’s disability may come with. “When I look back, I want to tell other parents that a child’s future is worth grieving over – but it’s not the end of the world” (Brodey, p. 75). After reading these stories, it became apparent to me that families who are raising kids with special needs, need support, kindness, and available resources. “I was fortunate to be surrounded by other moms who understood my pain…who could be supportive and emphatic.” (Brodey, p. 67). Overall, educators can use this kind of information that was shared in “The Elephant in the Playroom” about family systems and risk/resiliency by creating lines of open communication between families. This is to connect parents together that share similar struggles. By creating open communication is can allows for the teacher and parents to be on the same page when it comes to the issues affecting special needs students and
An intellectual college student, who attends Lipscomb University explains the challenges and obstacles that students with disability encounter in school. I interviewed Rudy Castillo, who was detected with autism at the age of three to discuss his personal experience. This student as any other played sports throughout middle and high school but also was bullied by others. Rudy’s story explains his journey about overcoming the struggles that autism presents. After all, Rudy’s plan is to help others understand his disability and encourage those with autism to embrace their abilities. Through the support of his family, Rudy Castillo received help from a specialist in Guadalajara, Mexico.
Stoner, J. B., & Thompson, S. J. (2005). Welcome to our World: Parent perceptions of interactions between parents of young children with ASD and education professionals. Focus on Autism and Other Developmental Disabilities, 20(1), 39-51.
“Your child has autism spectrum disorder” are words no parent wants to hear. They are words that will instill fear, worry, and sadness. When parents hear this for the first time, they will have many questions. “Is there anything I can do to help my child? If so, what can be done?” Early intervention services; such as applied behavior analysis therapy, occupational therapy, sensory integration therapy, and speech therapy before the age of three; can help improve the development of children with autism spectrum disorder. As an educator, early intervention is a subject teachers should be well educated in. It would be beneficial to the educator and the student, for a teacher to know and understand early intervention strategies.
Children with autism have multiple characteristic impairments in their social interaction skills. This results from the lack of “Theory of Mind” in autistic individuals. Autistic children have difficulty interpreting what another person may be thinking or feeling. Social impairments may cause the child to act inappropriately in social interactions and prevent the children from truly taking part in interactions. The children have difficulty recognizing social cues and responding to cues. Autistic children have a hard time forming relationships as a result of these impairments. Social stories, Applied Behavior Analysis, and Pivotal Response Training are three therapy techniques that help children with autism learn appropriate social behavior. Social stories allow the children to practice the situation in a lower stress environment. Applied Behavior Analysis utilizes positive reinforce to teach desired skills. Pivotal Response Training allows the child to learn social skills while in a natural play environment. Learning social skills through these techniques enable the children to have more meaningful relationships and engage more in their community.
Snell, M. E. (2003). Autism, Education of Individuals with. In J. W. Guthrie (Ed.), Encyclopedia of Education (2nd ed., Vol. 1, pp. 161-162). New York: Macmillan Reference USA.
"The Affects of Autism in Families and in Partner Relationships - Autism College." Autism College. N.p., n.d. Web. 16 Mar. 2014.
Luiselli, James K. "Verbal Language and Communication." Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder: A Practitioner's Guide. New York: Oxford UP, 2011. Print.
The number of children that display autistic traits keeps rising and the need for services is at an all-time high. Out of 10,000 children born, 60 to 100 children and families will be affected by autistic spectrum disorder (Gulberg, 2010). Autism is characterized by a lack of connection to other people, even parents, and an avoidance of interpersonal situations (Feldman, 2011). Children with autism also show limited, repetitive and stereotypical patterns of behavior, interest, and activities. Not one child with autism is the same as the next; each child has their own severity and indicators of autism. A child with intellectual disabilities and a gifted child can both be given the diagnosis of being on the autism spectrum, because of the wide range of severities. Many of these children will not attend special schools, but instead be included in the general education population by inclusion. Inclusion has been found to have a number of benefits for children with autism. In addition, negative perspectives have also come into play when discussing autism and inclusion. Furthermore, parents have the right to make decisions for their child on an individual basis.
Autism is a neurodevelopmental disorder that effects the brains development. It is characterized by affecting communication, cognition and social interaction. The spectrum of the disorders ranges from a mild condition called Asperger’s syndrome to a more severe form, which severely impairer’s development. The Office of Communications and Public Liaison states that the disorder affects one and eighty-eight children, however ASD effects boys more frequently than girls (Office of Communications and Public Liaison, 2013). ASD emerges in all age, ethnic and socioeconomic groups. The significant varied character and severity of the disorder is why ASD is considered a spectrum that poses a broad range of symptoms.
Dempsey, I. & Foreman, P. ( 2001). A Review of Educational Approaches for Individuals with Autism. International Journal of Disability, Development and Education, 48 (1), 105-116.
Jordan, R., & Powell, S. (1995). Understanding and Teaching Children with Autism. New York: Wiley.
To begin with, full inclusion in the education system for people with disabilities should be the first of many steps that are needed to correct the social injustices that people with disabilities currently face. Students with disabilities are far too frequently isolated and separated in the education system (Johnson). They are often provided a diluted, inferior education and denied meaningful opportunities to learn. There are many education rights for children with disabilities to p...