Introduction
Brainhighways (2015) provides invaluable insights into the experiences and perspectives of autistic students. This discussion will explore the video's most impactful aspect and consider if it should be used exclusively in classrooms with autistic students or be extended to diverse classrooms. Through the analysis of credible sources and real-life examples, this discussion will argue that the video's content can significantly benefit teachers working with diverse classrooms, fostering inclusive educational environments.
The Most Impactful Aspect of the Video
The most impactful aspect of the video is the authentic testimonials and personal stories shared by autistic students themselves. Their heartfelt advice provides a unique window
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By actively listening, educators gain valuable insights into students' perspectives and challenges, promote self-advocacy, foster an inclusive school community, identify barriers to learning, and enhance collaboration among stakeholders. By prioritizing active listening, educators can empower students with autism to reach their full potential and ensure their overall well-being.
Applicability of the Video in Diverse Classrooms
While the video specifically focuses on students with autism, its content holds significant value for all teachers working with diverse classrooms. Inclusive education encompasses not only students with disabilities but also those from various cultural backgrounds, different academic abilities, and unique learning styles. Therefore, listening to students in diverse classrooms can help teachers better understand the needs and perspectives of all their students.
Inclusion Classroom (n.d.), posits that inclusive classrooms that cater to the diverse needs of students promote positive social interactions, improved academic performance, and enhanced self-esteem among all students. By listening, teachers can create a supportive and inclusive environment where all students feel valued and
The book not only empowers autistic individuals to tell their own stories and challenge societal norms but also makes a strong case for embracing neurodiversity by advocating for more inclusive environments. Yergeau discusses how for individuals with autism, self-advocacy is not only essential but also a potent tool for promoting their needs, passions, and particular
The young boy did not like the way he was feeling or being treated so he decided to do something about it. He knew his peers did not know or understand anything about the subject of Autism. So, on Autism Awareness Day he asked his teacher if it would be alright to share a powerpoint covering the topic of autism. This opened everyone up to a whole new world. He started to become accepted as a student just like them.
Autism is described in a uniform way as opposed to being unique disorder for anyone diagnosed, hence the “Spectrum” in Autism Spectrum Disorder. According to studies, only “aproximately 40% of children with ASD do not talk (CDC, 2010)” (Hewitt. et al 2012). The documentary used personal anecdotes only to try to prove that facilitative communication was an advancement in autism studies.
Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects communication and behavior. Over the years the knowledge and language used in discussions of autism has evolved, reflecting changing attitudes and increasing understanding of the condition. Knowledge is power and the language we use to talk about autism has the power to shape public opinion, influence policy decisions, and affect the lives of individuals with autism and their families. In this rhetorical analysis essay I will examine a Ted Talk video “Autism what we know (and what we don’t know yet” by Wendy Chung. The information provided discusses the current state of our understanding of autism.
The teacher should love the beautiful, honest retarded person, and live with a purified and retarded world. ’”(233) makes me filled with joy because I’ve worked with kids with autism and they’re often misunderstood. By understanding others, or at least making an effort to, the world will become a better place. Oliver Sacks shares over twenty of his patients’ stories and how their lives are on a daily basis. His stories are metaphors not only for modern medicine and science, but of modern man.
Throughout the empathy and short story unit I learned about how you can see the world differently through different perspectives. I learned that you can see the world differently through watching and reading movies and stories. You can learn to see the world differently by watching the movie “Temple Grandin”, reading “Thank you, M’am”, “War of the Wall”, and a few other short stories. In the movie “Temple Grandin” I learned that when you have autism that it can be difficult to learn how everyone else is leading in the classroom. During the movie when the French teacher asked Temple to read aloud what the book said, temple looked at the page and closed her eyes.
it also addresses common inquiries about experiences and problem behaviors belonging to children with autism spectrum disorder. Noaki shares his
Bryant thinks inclusion is a wonderful idea for both students and teachers. Students with disabilities have the opportunity to learn from their non-disable peers. They learn proper social skills such as how to conduct themselves in the classroom environment. Furthermore, regular education students learn to work with and understand that students with disabilities are people too.
This proves that it was hard for teachers and parents to understand how to help autistic kids. During the 1930s, people weren’t very educated on the topic. They
The opposite of the previous review - stating that “The book normalises abuse, presents the autistic protagonist as responsible for it, and suggests that he is not harmed by much of it”. This author is an advocate for autism; she focuses on adult-diagnosis and the culture. She has created a space where people with autism are able to confront the text and share their thoughts. Amanda Forrest Vivian commented on the article saying “This is a great post, thanks for writing it! For a long time I’ve felt uncomfortable when I see people reading this book”.
Children with autism are to benefit more in such a setting, as there are ways to involve all students with the disorder with their peers to engage in quality education and feel comfortable. There are 10 simple ideas that teachers could integrate in the class so as to bring out the best in children with autism (Kluth, 2010). 1. Getting To Know The Learner Through The
But if someone’s mind does not function “normally”, it is immediately assumed they are destined to be unsuccessful. Everyone is different. Even their minds. The story of Christopher Boone proves that it is time to change the stigma around autism and refrain from feeling
However, every student has the right to be included in an everyday classroom with non-special needs students. The following paper will present and explain inclusion’s purpose, its benefits for both special and non-special needs students, as well as its drawbacks. Literature Review This thesis paper will be carried out with the help of online research, and investigations as well as books. The Wisconsin Education Association Council (WEAC) defines inclusion as “a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend.” Develop more this point
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.
It is a symbol of respect for all of humanity. It can be argued that inclusive education is about social justice and equity and takes into account learner’s abilities, potential and diverse needs. The learner does not have to adapt to the social system. The school or the education system has to change in order to meet the learning needs of all children in a given community (Kisanji 1999; Armstrong 2005). In other words, inclusion involves restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in their locality (Booth and Ainscow 2002).