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Asd In The Classroom Essay

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Although , there is a growing number of students with ASD, general education teachers are still unprepared to meet the many needs of students with ASD in an inclusive classroom. In their study (Able, 2014), teachers had to determine what they felt was important for inclusion of students with ASD to be a success. Based on their findings, they felt that their greatest need were that they need more knowledge of ASD, related training to ASD, and the use of individualization strategies .As one teacher stated, “We spent too much time reading about students with disabilities, but not on how to structure the classroom to be individually responsive to students’ needs( Able,2014). This is also supported in (Cassidy,2011) that not offering frequent …show more content…

Thus, one teacher stated,“I think the additional qualifications courses in Special Education have to have an autism component” (Lindsey,2013). In addition, teachers expressed being overwhelmed and frustrated with meeting the diverse needs of all their students in the classroom (Able, 2014). Also, the teachers agreed that students with ASD need social support in areas that include social relationships, social academics, self-advocacy, transitioning, and peer-related needs. Furthermore, in their study (Lindsey, 2013), teachers reported that understanding ,lack of training, and managing behaviors were challenges they faced when having a student with ASD. In their study, (Lindsey,2013) teachers felt they lacked adequate information about ASD, particularly with respect to specific ways to work with a child in the classroom and how to appropriately manage a child when a behavioral outburst occurs. As one teacher stated in (Lindsey,2013), “if we don’t really understand the core problems with the kids, you can’t really teach them” Therefore, teachers believed that enhancing the inclusion of students with ASD could be accomplished if they have the resources, training, and supports for the educational needs of the

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Summary Shakela Bryant is special education teacher for middle school grades sixth through eighth at Carrington Middle School in Durham, North Carolina. This is Ms. Bryant’s third year at Carrington and her fourth year teaching. Ms. Bryant is an inclusion (co-teacher) and resource 6th grade teacher. An inclusion teacher provides support to students’ with disability in the general education setting. As an inclusion teacher, Ms. Bryant takes turns teaching English/Language Arts (ELA) with the three general education teachers she has been assigned to and also carries out other duties.

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New data from the Centers for Disease Control and Prevention concludes that with a 30 percent increase in the past two years, 1 in 68 U.S. children have been diagnosed with ASD concluding that early intervention can greatly improve a child’s long-term development and social behaviors (Autism 2014). There are several factors that may contribute to the rising prevalence rate of ASD. Like other disabilities, the occurrence rate of ASD for boys is five times higher than it is for girls. There could be several reasons for this disparity (Hallahan, Kauffman, Pullen, 2015, pp. 211). An article in Times Magazine entitled “Why Girls May be Protected Against Autism” explores why this may be the case.

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. These plans can be an important tool to a students educational growth within a mainstream classroom setting. There are many ways to include students with Autism in a mainstream classroom. One of these methods is to have the teacher nonimate a peer help with the intergration of the student with Autism (Crisman 2008; Jackson and Cambell 2009). Although teachers will have to be careful on the secection of these peer buddys as the students with asperations of high academic success may not be as helpful with social influence within the classroom (Jackson and Cambell 2009,

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The ESDM attempts to provide a learning opportunity within every social exchange, as frequent as every 10 seconds (Dawson & Rogers, 2010). Intensive teaching provides children with ASD to learn at a rapid rate of achievement (Dawson & Rogers,

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A key finding was that the teachers desired more training to better support students with disabilities. The data supports these findings and also provides specific information about the present school climate. After reflecting on the key findings from the observations, journals, and interviews revealed that there is a need for resources, teaching strategies, and training. As the staff had

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Parents and educators do not always have all the information they need to make good decisions about whether a particular student is “exceptional” and the category of exceptionality. Lack of information impedes the ability to comprehend the challenges children with ASD face. An effective parent-advocate possess the ability to gather as much

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For early remediation to happen, teachers have to take necessary planning and resources to help students with these delays. It is important for teachers to work with the school's speech-language therapist to help ASD students to improve their speech and language skills (Min, 2011, p.20). The author's purpose of this article is "targeted more for teachers who face with the critical needs to provide direct instructions to children with ASD in educational settings with limited resources" (Min, 2011, p.20). In order for teachers to teach children with ASD communication skills, teachers need to know certain behaviors these students can have and how to provide "negative and positive reinforcements" (Min, 2011, p. 20). In this article is a case study to help teachers understand the steps and procedures involved in teaching a student with ASD, speech, language and communication skills.

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A Qualitative study was conducted collecting data through questionnaires and interviews. The focus of the data collection was on the positive and negative effects of inclusion and the problems faced when trying to implement these programs. The study looked at teachers who supported inclusion, but when asked to put special needs students in their classroom they became reluctant. The study wanted to find out the teachers attitudes toward the subject, there willingness to help those students, and the needs of the students with disabilities. The results showed that 41.37% had positive attitudes toward inclusion, 55.16% were willing to participate.

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44(9), 32-34. Dudley-Marling, K. (2004). The social construction of learning disabilities. Journal of Learning Disabilities, 37(6), 482-489. Sleeter, C. E. (1998).

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This has enhanced and further developed my perspective and understanding of different teaching pedagogies. As a teaching assistant I supported two boys with autism from year 2 to year 4. During this time I would regularly have to adapt class lesson plans to cater to their specific needs, and use a variety of multi-sensory techniques, for them to access the lesson and enhance their learning further. At present I’m working as an outreach inclusions co-ordinator for the Greenwich Support Team for Education in Primary and Secondary schools (STEPS). As an outreach co-ordinator I support 15 schools within Greenwich offering support, advice and resources to teaching staff.

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Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.

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