Students With Autism Spectrum Disorder

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

ASD has wide-ranging levels of severity and varying characteristics…” (Victorian Department of Health & Human Services, 2016, para. 1). Within the educational environment, ASD students face a variety of difficulties, generally in regards to remaining on task and adaptability to changed routines. The learning characteristics possessed by students with ASD can vary rather drastically between each student, which is often correlated with where these students sit on the Autism Spectrum. According to highly qualified sociologist and psychologist Michelle Blessing (2016), numerous students with ASD tend to be “visual learners” (para. 3). However, visual learners with ASD tend to take “longer…to process [visual aids]” (para. 3). Thus, “visual aids cannot be shown in rapid succession…” (para. 3) as students with ASD need time to process the image. Speech-language pathologist Megan-Lynette Richmond (2007) declares that “integrating visual, auditory, and tactile stimuli also helps improve students’ transfer and generalizing skills” (p. 1), thus, supporting the views possessed by Blessing (2016) . Furthermore, “haptic modality” (Blessing, 2016, para. 5) denotes kinaesthetic learning. Even though students with ASD frequently feel the urge to “touch everything in sight” (para. 5), they “are often sensitive to tactile experiences” (para. 5). Additionally, “figurative language… can be very

2). Moreover, the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008) denotes the need for all Australian schools to “provide all students with access to high-quality schooling that is free from discrimination…” (p. 7). Although The Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008) does not specifically mention students with ASD, it refers to equity for all students, thus, encompassing students with ASD. Additionally, the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008) also endorses the development of parent-teacher partnerships as a means of improving educational outcomes for all students, including students with ASD. The Anti-Discrimination Act (Queensland Government, 1991) was designed to endorse state-wide provision of equal opportunities for everyone, as well as to provide legal protection from “unfair discrimination” (Queensland Government, 1991, p. 15). Although the Anti-Discrimination Act (Queensland Government, 1991) like the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008) does not