In today’s contemporary Australian classrooms, teachers can expect to have a range of diverse students. While all students are heterogeneous learners many classrooms will include one or several students that have been diagnosed with a intellectual, sensory, physical or learning disability. According to Power and Costley (2014), one in one hundred and sixty children are diagnosed with Autism Spectrum Disorder (ASD). Therefore it is essential under the Disability Discrimination Act 1992 (DDA), Melbourne Declaration 2008 and the Professional Standards, that teachers understand emotional, mental, physical characteristics and behaviours in order to implement teaching strategies and curriculum adaption to create a optimal learning environment.
Although Autism is very common among young children no research has found the single cause of the learning disability. Autism can present different levels of learning difficulties across the spectrum which refers to multiple types of similarly related disorders (Hughes, Sprinkle, Katsiyannis, Ryan, McDaniel 2011), meaning that children with ASD are very different from each other and will display different characteristics. However characteristics commonly related to autism can be physical, associated with movement differences and combining thoughts at the same time, as Kluth (2010) stated that, “these difficulties may impede postures, actions, speech..” (p.11). All teachers should be aware of physical differences to prevent miss interpretation and incorrect assumptions. Another general characteristic of autism is sensory differences such as negative responses to sight, touch, hearing or touch which can affect children with autism quiet majorly, impacting emotional state and classroom behaviour (...
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(2009). Melbourne Declaration on Educational Goals for Young Australians.
Retrieved from http:// www.mceetya.edu.au/mceecdyamelbourne_declaration,
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Power, A., & Costley, D. (2014). Preservice teachers' learning among students with autism spectrum disorder. The Australasian Journal of Special Education, 38(1), 34-50. doi:
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It is essential that all students have access to a quality education and an inclusive education system should meet their diverse needs. The Victorian Department of Education and Early Childhood Development [DEECD] (2014) stipulates that education providers must make ‘reasonable adjustments’ to support students with disabilities to comply with the standard. Graduate teachers should also demonstrate an understanding of legislative requirements and be able to identify teaching strategies that support the involvement and learning of students with disabilities (AITSL, 2014). They should understand the importance of focusing on what a student with a disability can do and work with the student’s strengths. A graduate teacher should know what resources, agencies and assistive technologies are available to support the learning needs of a student with a disability.
I have had no experience with students who have a physical disability or have particular cultural requirements. Therefore, I will continually seek advice and direction from my experienced colleagues to develop my teaching skills. To become an authentic and effective teacher, I will need to know my students and how they learn, as outlined in The Australian Professional Teaching Standards (1.1 - 1.6 AITSL, 2011). Furthermore, to create the most effective learning environment for my students, I will need to continue to learn and improve my current skills and knowledge (6.1 - 6.4 AITSL,
“We start with an image—a tiny, golden child on hands and knees, circling round and round a spot on the floor in mysterious, self-absorbed delight. She does not look up, though she is smiling and laughing; she does not call our attention to the mysterious object of her pleasure. She does not see us at all. She and the spot are all there is, and though she is eighteen months old, an age for touching, tasting, pointing, pushing, exploring, she is doing none of these. She does not walk, or crawl up stairs, or pull herself to her feet to reach for objects. She doesn’t want any objects. Instead, she circles her spot. Or she sits, a long chain in her hand, snaking it up and down, up and down, watching it coil and uncoil, for twenty minutes, half an hour--- until someone comes, moves her or feeds her or gives her another toy, or perhaps a book.”
There are three well-known types of therapy that individuals with Autism often take advantage of. Many individuals have session in Occupational Therapy (O.T.). Occupational Therapists help individuals gain the tools that they need to do everyday things through therapy. Some therapy intervention programs include helping children with disabilities in the school setting. However, they often also help individuals recover from an accident and provide support for adults and other individuals. An occupational therapy session will typically include an individual evaluation session. Part of this evaluation may include the therapist looking at the environments the client spends a majority of time in. (e.g. home, school, or workplace.) After the evaluation the therapists will meet with the client and possibly their family to decide on a goal and discuss a plan to work toward it. Over the course of the next few months they will stick to the plan as they work toward their goal. The therapist may focus on changing the environment to better fit the individual. (Aota.org, 2014)
AUTISM Autism is a life-long developmental disability that usually appears in the first three years of a child’s life. It interferes with normal development of the brain, preventing individuals with this rare disorder from understanding what they hear, sense, and observe. Although this severe disability is considered a child’s disability, autism is found in adults, interfering with normal social and emotional development. Anyone can acquire autism; it is put in place at birth. Boys, however, are more prone to it, as they are four times more affected.
Autism is a genetic disorder that typically appears during the first three years of life. There has been five chromosomes thought to be directly connected to autism. The disorder is a complex developmental disability. Autism is the result of a neurological disorder that has an effect on normal brain functions, affecting development of the person’s communication and social interaction skills. There are many different ways to classify autism; by difficulties in social interaction, verbal and non-verbal communication and repetitive behavior. Autism appears to have its roots in very early brain development, however most signs of autism become obvious around two and three years old. According to the U.S Centers for Disease and Control and Prevention about 1 and 68 American children are diagnosed with Autism. Studies have showed that autism is four to five times more common in boys than girls. Which is an estimated 1 out of 42 boys are diagnosed with it compared to an estimated 1 out 189 girls are diagnosed with in the United States. Autism rates. There is many different causes linked to Autism. The two main factors that are mainly discussed are that Autism is genetically inherited and autism is established via environmental factors.
Informing teachers of the areas that students with autism spectrum disorder struggle in will better help them understand...
Autism is a form of neurodevelopment disorder in the autism spectrum disorders. It is characterized by impaired development in social interactions and communication, both verbal and non-verbal. There is an observed lack of spontaneous acts of communication; both receptive and expressed, as well as speech impairments. A person diagnosed with Autism will also show a limited range of activities and interests, as well as forming and maintain peer relationships. The individuals will display limited interests, which are often very focused and repetitive. He or she is likely to be very routine oriented and may show behavioral symptoms such as hyperactivity, impulsivity, aggressiveness, and self-injurious behaviors.
In the United States, autism may affect up to 115,000 children between one and 15 years of age with an uncertain prevalence in adults (Rapin, 1998). Because of the high number of cases in the United States alone, testing has grown and encompasses many different ages and areas of autistic patients and their symptoms. Because of increased testing, researchers have found different options to meet the challenges autism presents.
Two to six children out of every thousand will end up with Autism. Autism is one of the fastest growing disorders with a great amount of studies being put behind it. With its vast amount of different signs and symptoms, different forms, how its treated, and arguments about how exactly the disorder came to be , Austin can very well be one of the most confusing, and researched disorders, for its a disorder that stirs up tons of questions but yet gets hardly any answers. Autism is usually developed between ages of one and three, it effects communication and how the child interacts with others. It is defined by behaviors of the child and “ spectrum disorders” that re different with each person. (About Autism, 2008, para 1). Symptoms of autism can very in many different ways, and even different categories. Take the category of social interaction and relationships symptoms include : non verbal communication development problems such as , eye - to - eye gazing, body language, and facial expressions, failure to make friends with people their own age, lack of interest, and lack of empathy. The category for verbal and non verbal symptoms include : Delay or lack when learning to talk, about forty person of people with autism never speak, problems with starting, and keeping conversations, repetitive use of language, and difficulty understanding what someone is saying. Finally the category of interests and play include : unusual focus on pieces, preoccupation on certain topics, a need for the same routine, and stereotyped behaviors like hand flapping and body rocking.
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.
Observation Summary Alex is 4 yr. old boy in a pre-program. He has been diagnosed with autism and is currently taking speech therapy. I had the chance to observe him inside the classroom and in the playground areas. He is in a classroom with 16 other students.
My own mother, throughout her teaching carrier, has taught many children diagnosed with autism Spectrum Disorder. Through first hand knowledge she has observed what “An asset to the classroom” these children truly are. In reflection of their inclusion and attendance in mainstream school system, her pupils build resilient, patient and empathetic qualities while learning to be accepting of those who are
Marks, S. et. al. (2003). Instructional Management Tips for Teahers of Students with Autism Spectrum Disorder (ASD). Teaching Exceptional Children, 35 (4), 50-55.
To be truly inclusive teachers, we need to first know the student and identify the real reasons for any individual to be classified as having a learning disability.