Inclusion and Disabilities Inclusion and Autistic Spectrum Disorder: A Negative or Positive Experience? Introduction 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 …show more content…
A recent study has shown that an inverse relationship between children’s ages and parents’ level of satisfaction with the inclusive classroom. As children grew older, the parent became less satisfied with the educational services the child was receiving. Parents tended to believe that not all the needs of a child with autism could be met in an inclusive setting. Three main problems that contributed to parent’s views was: IEPs (individualized Educational Plan) not being individualized enough for child, communication between schools and parents, and that the school should increase parental involvement (Lynch & Irvine,
As the number of children being diagnosed with autism spectrum disorders (ASD) continues to rise, the question of a proper education within the least restrictive environment is of high priority amongst parents and teachers alike. While the spectrum encompasses a wide range of autism disorders, the individual needs of these students – both high functioning and low functioning – determines the proper educational placement and related services provided. In order to address the specific needs of higher functioning students on the autism spectrum, the NYC Department of Education has developed an inclusion program to “…help children with autism spectrum disorders learn how to function well academically, behaviorally, and socially in school and in their community.” (NYU Steinhardt, 2014) In a collaborative effort between New York University, the New York City Department of Education, and Hunter College, the ASD Nest Program was designed to address the growing number of student’s with higher functioning autism attending New York City public schools.
The purpose behind this report is to analyse inclusive practice within an early years setting of a child with a special educational needs (SEN). This is done through a case study. In order to establish whether inclusion is being taken into consideration and put into place, theoretical views, legislation and appropriate intervention methods will be discussed in this report. There is sufficient evidence being drawn upon as how the setting provides equal access to the curriculum for the child. The report will consider strategies that are in place to promote and factors that hinder inclusive educational practice.
Every year doctors diagnose thousands of adults and children with Autism Spectrum Disorder. Due to the growing awareness of autism and recent developments in technology, scientists and doctors can now discover and observe the effects of autism on society, and people. Starting with its discovery, researchers have been able to diagnose people more effectively. Doctors are beginning to discover what causes this disorder, and are currently trying to find ways to prevent and treat it. Many places have opened their doors to people with this disorder, creating autistic friendly environments where people are patient and understanding. Schools have also become accommodating to autistic children and adults. Autism also puts great strain on family and home lives.
The impairments of social interaction present in children with Autism lead to misunderstanding by and isolation from much of the community. In order for these children to become as high functioning as possible and to live a successful life as a member of society, the children need to be taught appropriate social interaction behavior. The use of social stories, Applied Behavior Analysis, and Pivotal Response Training can be used to shape these behaviors while allowing the children to experience interaction with their peers. Active peer involvement greatly incr...
Inclusive education is a general setting which a child with disability or special child was put together with normal student that accompanied by a normal teacher. It aims to nurture the special child in terms of social communication and educational aspects. According to Forlin (2010) a comprehensive model of training grasps a social model of disability that encompasses the privileges of all children to be educated together and is upheld both morally and ethically..
“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.
Social Skills Training and Children with Autism: Does Teaching Children with Autism Social Skills Improve Their Relationships with Peers?
Autistic children are isolated from most schools, socially and within the classroom. Although most children with auti...
Based on varies studies, children with autism that are introduced to teaching styles that incorporate peer interaction and interaction with their teacher is associated with higher retention rates in learning in general. Children with autism who actively share and follow the attention of others (via coordinated attention to toys and ...
Similarly, to provide children with autism opportunities to socialize with others of the same age group provides the stimulus to its interactive capabilities, preventing the continued isolation. Moreover, underlying the concept of social responsibility is the notion that social skills are likely to be acquired by the exchanges that take place in the process of social learning. However, this process requires respect for the uniqueness of each child. Given these considerations, it is evident that children with typical development provide, inter alia, interaction models for children with autism, even though the social understanding of the latter is difficult. Peer interaction with opportunity is the basis for its development, as for any other child. Thus, it is believed that the shared living of the child with autism in the school, from its inclusion in regular education, can create opportunities social contacts and to promote not only the
A child with disabilities is presented with two options when beginning school. The first is called integration, or to be incorporated into a classroom of students without disabilities, and the second option is to be isolated into a classroom with students working with disabilities. Even though each option is said to have its positive and negative sides, a recent study conducted by Donna Kam Pun Wong, a professor and social worker, proves that integration hurts children, rather than helps them socially (Wong 3). Many parents of autistic children voiced their apprehension concerning inclusion, and the social effects it had on their children. The parents felt it made their children feel self-conscious because of the extra attention they required from the teacher, noticeably thieving the teach...
Inclusion 'mainstreams' physically, mentally, and multiply disabled children into regular classrooms. In the fifties and sixties, disabled children were not allowed in regular classrooms. In 1975 Congress passed the Education of all Handicapped Students Act, now called the Individuals with Disabilities Education Act (IDEA). IDEA mandates that all children, regardless of disability, had the right to free, appropriate education in the least restrictive environment. Different states have different variations of the law. Some allow special needs students to be in a regular education classroom all day and for every subject, and others allow special education students to be in a regular education classroom for some subjects and in a separate classroom for the rest. There are many different views on inclusive education. In this paper I will address some of the positive and negative views on inclusion and ways to prepare educators for inclusive education.
Kamps, D. et.al. (2002). Peer Training to Facilitate Social Interaction for Elementary Students with Autism and Their Peers. Exceptional Children, 68 (2), 173-187.
Inclusion has become increasingly important in education in recent years, with the Education for Persons with Special Educational Needs Act being passed in 2004 to ensure equality in our system. In summary, inclusion is the idea of there being no child...
Farmer, Marie S. “Inclusion: Where We’ve Been, Where We Are, Where We’re Going.” Mar 2005. Georgia College & State University. 17 Mar 2011.