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Impact of inclusion for children with autism
Laws and policies for inclusive education
Laws and policies for inclusive education
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Recommended: Impact of inclusion for children with autism
The autism community is unique within itself, but recently it has become integrated into the general education community. For many students, this new norm is beneficial. Ethan a fifth-grade student at Gibbs Leadership School is an autistic student who gets to experience the inclusion of autistic students like himself into the general education classroom. This way of learning has several benefits for both students like Ethan and his general education peers. Thanks to many recent law relating to this topic it is now mandated that every child is provided the opportunity to succeed in a general education class. Several factors play into knowing if it is the best fit for an autistic student, but when the general education classroom is provided with
Stephanie Lindsey the author of the article Autism and Education addresses some serious issues in the education system between the special needs students and the highly gifted students. Stephanie writes the article based off her children and how they are treated in school. Her son has autism, which affects his capability to learn, speak, and to train himself when it comes to bathroom use. Also never being alone in school due to him having a personal aid alongside him with special classes he is treaded with a different type of education. Her daughter on the other hand tests in the 95th percentile nationwide on standardized testing. She’s twelve and her capability of progressing information and taking complex ideas apart and putting them back together to form new thoughts is like no normal twelve year old. She reads entire novels, solves Sudoku puzzles, and also participates in her school
Autistic children are isolated from most schools, socially and within the classroom. Although most children with auti...
Van Hees, V., Moyson, T., & Roeyers, H. (n.d). Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs. Journal Of Autism And Developmental Disorders, 45(6), 1673-1688.
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.
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
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?
“The current prevalence rates of Autism Spectrum Disorders range from 0.5 to 6.7 per 1,000 among children ages 3 through 10 years” (Shtayermman 88). With this dramatic change in the frequency of autism comes the development of special education schools and, in turn, a rise in the presence of autistic children in a general classroom setting. While many think that a child with Autism Spectrum Disorder, or ASD, in attendance at a regular school would be beneficial to the child in question, there are instances where it would be unwise to place them in such an environment. Considering the characteristics of children with ASD, the victimization they go through in a regular classroom, and the lack of knowledge amongst teachers, the experiences of children with autism in mainstream schools may not always be beneficial to their wellbeing.
Additionally, of the twenty four students with autism only three were female which is consistent with the research on autism identification. Males and females learn differently regardless of disability and parent expectations of their children may also vary due to gender and disability (McDermott, 2008). It’s important to understand the learning styles of the two genders and the needs that the disability presents so that teachers can make instructional
Imagine yourself, as a child who has autism and all you want is to be treated like all the other kids in your class. When they get to get into reading groups, you get sent off to the special education instructor so you can work on your social skills. The question comes up almost every day, and that is if autistic children should be segregated, or mainstreamed from public schools. In this paper I am going to go over some of the causes of autism and common symptoms, and then how some these autistic children are being held out of public schools.
“The 1% of US students with labels of severe disabilities including mental retardation have been historically excluded from ‘inclusive’ education” (Bentley, 2008, p. 543). Laws such as PL 94-142 and “No Child Left Behind” (as cited in Bentley), say that ‘public school students with all types of disabilities be educated in the least restrictive environment—‘to the maximum extent possible…with children who do not have disabilities’ the majority of these students with special education labels, such as, mental retardation and multiple disabilities are still isolated in special education classrooms (Bentley, 2008, p. 545). Wehmeyer (as cited in Bentley), points out that mere access does not promote authentic participation (Bentley, 2008, p. 546). Burkowski et al (as cited in Webster and Cater), “Friendship has been defined as a bond between two individuals that is stable across time and involves mutual affection, mutual preference and having fun together” (Webster and Carter, 2007, p. 201). It is up to parents, teachers and other paraprofessionals to seek ways to facilitate and encourage the types of positive interactions that will foster these types of friendships. If done successfully all students will benefit and there will be true inclusion.
Informing teachers of the areas that students with autism spectrum disorder struggle in will better help them understand...
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.
Winterman, K. & Sapona, R. (2002). Everyone’s Included: Supporting Young Children with Autism Spectrum Disorders in a Responsive Classroom Learning Environment. Teaching Exceptional Children, 35 (1), 30-35.
In each of us, everyone has his own needs and hopes, everyone wishes to live a whole life both mentally and physically. However, life can’t always be the same, it is not always flat, easy. There are many vulnerable people in the world, many of them are in need of help. Let us open our hearts and give each other our most generous, sincere, sincere love. Make our world a place to live and live happily. When it comes to autism, most people will think of children, but autism is a lifelong diagnosis. Autistic children will grow up into autistic adults. In “Preview of documentary Autism-Coming of Age”, we will find out people who are diagnosing Autism want to integrate into the community. In this video, children with Autism will
In the Primary sector, the focus of an Inclusive Education has morphed into a notion that encompasses not only the inclusion of students with special needs, but also students from diverse cultural, linguistic, socio-economic and familial backgrounds (Ontario College of Art and Design, 2016). Based on the provision of Inclusive Education, this essay focus on students with Autism Spectrum Disorder (ASD). To begin, this essay will outline the characteristics that are associated with ASD students, and the effects that these characteristics have on teaching and learning in the educational environment. Subsequently the focus will be on the utilisation of appropriate teaching strategies, and how these strategies may be established within the educational