Inclusion of Children with Autism

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Inclusion of Children with Autism

The inclusion of children with learning disabilities into normal classrooms has proved to exhibit both positive and negative effects on children with and without disabilities.

However, the negative aspects of inclusion have not proven a strong enough point in that the good, which comes from this experience, severely outweighs any doubt of its success. Inclusion of autistic children has shown to be beneficial due to the notion that these 'disabled kids' can attend 'normal' classes with their non-learning disabled peers. By allowing all kids to feel 'normal' we, as a society, stand a chance of making prejudice which we associate the disabled under, cease to exist.

Autism is a rare disorder that primarily affects the nervous system and psychic emotion system. It causes the abnormality or incapability to complete, on the normal level, skills in language, sensory, communicative, and social perspectives. Depending on the individual's severity, the disability can manifest itself in a very wide range of symptoms. One of the universal symptoms is an infatuation with inanimate objects or objects that spin. Although the disorder encompasses many different symptoms and effects, it is very common for children with autism to develop other disorders throughout their development. In many cases, children will develop hyperactivity, obsessive-compulsive disorder, and/or Tourette's syndrome. Autism is still a disorder that is under continuous study by many people in an attempt to determine exactly how the brain is being affected. The disorder is not a form of retardation, although some children with the disorder are born with mental retardation. Even though autistic children lack the normal skills in...

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...ho has this disability?

Kaplan, James E. & Moore, Jr., Ralph J, (2000), Legal Rights and Hurdles. (2nd ed.) Powers, Michael D. Ed., Children with Autism: A Parent?s Guide, Woodbine House Inc

?Explains inclusion and the testing aspects and how they determine if the students are hurting or benefiting all parts their schooling environment?

Macarthur, Charles A., Rozmiarek, Daniel J., (1999), Full-Time Collaborative Teaching: Special Education in an Inclusive Classroom. Graham, Steve & Harris, Karen R. Ed., Teachers working Together, Massachusetts: Brookline Books.

?Discusses what and how inclusion works. Who is involved and how it effects both teachers and the students who partake?

Guskin, Samuel L., Gottlieb, Jay, (1941), Attitudes Toward Children with Disabilities. Encyclopedia of Educational Research, New York: Macmillan Publishing Company, (Vol. 1).

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