This is an article review of Anthony M. Denkyirah and Wilson K. Agbeke 2010, which investigated the Strategies for Transitioning Preschool with Autism Spectrum Disorder to Kindergarten. The article was published in Early Childhood Education Journal. Research (Rice and O’Brien (1990), Rule et al. (1990), and Wittmer et al. (1996) found that an Autism Spectrum Disorder (ASD) children who sustained suitable services in their preschool years, they are able to face academic challenges and try to continue developing their cognitive, living and social skills. How the children with ASD adopt the transition to kindergarten it’s depend partly on how the teachers control, manage and develop strategies when working with their family. This research was one, to identify strategies that teachers of preschoolers with ASD considered to be effective in transitioning preschool to school settings. THE DESCRIPTION OF THE METHODOLOGY A quantitative approach was used in this study. The population of 306 preschool teachers from public schools in eight counties in a Midwestern state in the USA involved in this study together with their counterpart from early childhood programs in eastern and central region of Ghana as many as 82 persons. In this study the selected participants sample were female. The most important issues identified by the participant are: - 1. Planning and preparation time 2. Find resources to help the family 3. Information sharing with family 4. Visits their home EVALUATION Autism children can be educated. The uniqueness of the learning patterns is caused by the inability in cognitive information processing. These disabilities can be overcome by providing a structured learning programmed and encourage stimulation. Structured lear... ... middle of paper ... ... to deal with changes. Moreover, preschool teachers also can recommend and visit potential kindergarten with that service to look an opportunities and experiences of the staff. They should go for open day to get information and procedures of the kindergartens to be compared. The effectiveness of the transitions for children, who had ASD from preschool to kindergarten, depends on how the strategies plan by the teachers. Further more, the teacher must prepare not only strategies but time planning as well and how much the kindergarten teachers are prepared for in-coming child. Sharing information and participation from parents are important to support their children with ASD. More studies should be done to promote a better understanding among teachers regarding similarities and differences that exist in educational practices in developed and developing countries.
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
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.
As reported by the Centers for Disease Control and Prevention (CDC), the rate of children being diagnosed with autism spectrum disorders has risen drastically, to an estimated 1 in 68 children. (Centers for Disease Control and Prevention, 2014) In order to address this growing phenomenon, educators in the New York City Department of Education – the largest public school district in the country – conducted a study of the growing number of higher functioning children with ASD attending New York City public schools. “Led by District 15 Superintendent Carmen Farina, with support from Dorothy Siegel and Shirley Cohen, the group studied the research findings of the National Research Council’s rep...
The use of the picture exchange communication system, as shown by the studies above, can be an extremely effective tool for teaching children with autism social and communicative behaviors. However, PECS is only effective when it is implemented correctly; teachers should be aware of the amount of time that teaching this system will require. The picture exchange communication system is one of many visual support systems that can be implemented to support student learning, both in the special education and general education classroom. Individual student characteristics, as always, should be taken into consideration when choosing a visual support system.
The results of quality preschool programs can be seen early after they begin. Children learn many important life le...
It’s not everyday that a nurse interacts with an ASD pediatric patient, but with the increase in prevalence, it occurs more frequent than we know. Successful treatment is the mutual goal between the healthcare team and then family. With pediatric care being family centered, it is important for the nurses to develop a relationship with both the patient and family. Additionally, the nurse needs to know the best way to treat the patient and communicate effectively.
Children that have autism tend to have greater difficulty obtaining the information and curriculum of language arts in a baseline teaching classroom environment. Ferraioli and Harris states that if provided with an appropriate educational and interventional experience beginning early in their lives, can move into and benefit from a more typical educational setting (Ferraioli & Harris 2011; e.g., Lovaas 1987; Smith et al. 2000) . Baseline teaching styles consist of instruction from the teacher or para professional and the student is only interacting with the teacher, para professional, or tutors (i.e. student asks questions directed to the teacher, teacher responds to question and not use the input of other classmates). Owen-DeSchryver, Carr, Cale, and Blakeley-Smith speaks about a study conducted on students with autism and other students with autism spectrum disorders (ASD) reported that Hilton and Liberty (1992) 78% of interactions were purely instructional in nature and occurred between the students with special needs and their teachers, teaching assistant, or peer tutors rather than with classmates who were not acting as tutors. Considering language arts is essential to the development of language in a child’s life, parents’ of children with autism are prone to be concerned with their child’s ability to retain and effectively use the skills learned in the language arts’ curriculum.
One of the most difficult things teachers will face when dealing with Autistic children is their lack of communication skills and inappropriate or nonexistent social skills. In addition to academic instruction children with Autism require instruction in communication techniques and social skills. Kamps et.al. says “A key to accommodating students with autism in public school settings is the provision of social and behavioral programming to develop meaningful participation with nondisabled persons” (p.174).
Lerner, J W., Lowenthal, B, & Egan, R W. (2003). Preschool children with special needs (2nd ed.). Boston, MA: Allyn and Bacon Publishing.
In conclusion it can be seen that the 4 papers have all looked at the psychological nd sociological perspectives of having children with ASD. have accurately review the psychological and sociological effects of psychological and sociological perspective of parnts with children who have asd.
Rising autism numbers a challenge for public schools. https://lancasteronline.com/news/rising-autism-numbers-a-challenge-for-public-schools/article_88b0c58a-c729-11e3-939e-001a4bcf6878.htmlBoujut, E. e., Dean, A., Grouselle, A., & Cappe, E. (2016). Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout. Journal Of Autism & Developmental Disorders, 46(9), 2874-2889.Donaldson, A. L., & Stahmer, A. C. (2014). Team Collaboration: The Use of Behavior Principles for Serving Students With ASD. Language, Speech & Hearing Services In Schools, 45(4), 261-276. doi:10.1044/2014_LSHSS-14-0038Goodall, E. e. (2014). Supporting Teachers' Journeys Towards Full Inclusion of Students on The Autism Spectrum in New Zealand. Journal Of The International Association Of Special Education, 15(2), 133-141.Goodman, G., & Williams, C. M. (2007). Interventions for Increasing the Academic Engagement of Students With Autism Spectrum Disorders in Inclusive Classrooms. Teaching Exceptional Children, 39(6), 53-61.Lindsay, S., Proulx, M., Thomson, N., & Scott, H. (2013). Educators’ Challenges of Including Children with Autism Spectrum Disorder in Mainstream Classrooms. International Journal Of Disability, Development & Education, 60(4), 347-362.
Educators today are developing new ways to teach children who suffer from Autism spectrum disorder (ASD). Autism spectrum disorder is a collection of developmental disorders which causes a child to engage in repetitive behaviors and has trouble communicating and connecting with others. Because autism rates are now 1 in 68 U.S. children, it is important to find different ways to support the education of these children. Even though autism affects students’ learning abilities in various ways, specific methods are applied to help each individual succeed scholarly, such as, new technology, social modeling, and independence.
I have learned besides speech–language therapy that individuals with ASD may also require other types of therapy such as physical therapy and occupational therapy. Working with students, I recognize that the team that I will be working with may be larger than I once imagined. My knowledge base of ASD is primarily on a personal level. I have watched my friends struggle with obtaining the much needed and necessary services for their children. Fortunately, for both of my friends, they have been financially blessed and have had the opportunity to seek out outside therapies that our public school system does not offer.
Six exceptional student education teachers, employed in public high school located in north Florida. Six teachers will participate in the study and have a minimum of a bachelor’s degree. At least three teachers will have completed the ASD endorsement. Three teachers will be currently working towards the ASD endorsement by completing the courses offered by the school district. All teachers will service students diagnosed with autism spectrum disorder at a communication and social skills school site. Three teachers will serve students in a self-contained classroom and three teachers will serve students in the inclusion setting. The primary locations will be classrooms in which instructional services will