Part 3 Summary Of Research-Based Strategies

Part 3: Summary of Research-Based Strategies

There are several research-based strategies that Jarron could benefit from. There are three, that automatically come to mind that would be beneficial. The first one would be to provide a small-group learning environment. In fact, authors Azad, Locke, and Downey (2015) cited that, “One-to-one assistants have an important role in the special education of students with autism”. Students like Jarron, who is on the autistic spectrum, may struggle in large group settings. By providing opportunities for small group learning, students that struggle with sensory overload can display increase focus on learning and performing activities. This small group environment could also present learners with autism to

Jarron was provided this accommodation and his standardized test scores were better than his class grades. The second strategy I believe students on the spectrum would benefit from is the use of peer mentoring. In a related study, it stated that “there was a positive impact on levels of self-esteem, decreased levels of bullying and increased social satisfaction for the students with autism involved in the programme as peer mentors” (Bradley, 2016). I think students that are on the autistic spectrum, would benefit by developing a relationship with a certain peer, outside of the home, would support him during social situations, and practice with social skills. Bradley (2016), discussed in his article that peers mentoring benefits students with autism by establishing a positive peer environment, due to the mentors that are not autistic. Giving non-autistic students the opportunity to work with students who are on the spectrum, presents an opportunity for an understanding-learning environment. In truth, I believe that peer mentoring can promote incidental learning, which would be more comfortable for students with autism. Kirk, Gallagher, and Coleman (2015) describe incidental learning as “learning that occurs when

As a special education teacher I can attest to the difficulties with getting teachers and parents on the same page, but when done appropriately, there is a lot of positive benefits to a child when parents and teachers collaborate effectively. Parents are also individuals; they vary in socioeconomics and come from all walks of life. It’s difficult for parents to know how their child is performing in the academic setting. However, on the other side of the coin, it’s difficult for teachers to understand how they perform in their other environments. It’s imperative that we as educators are making strides to involve parents to understand the whole child. As educators, we must empathize with parents, because it’s difficult for them to deal with their child’s exceptionality. The Stover’s had difficult years. Families often can feel they are not supported or capable of providing or seeking the help their child needs. It is important for the educator to advocate for families that need support for their child. I think finding the barriers that prevent us from communicating with families needs to be addressed, in order to make the most positive impact in our students’