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
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.
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,
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
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
Summary of Article The article references the Individuals with Disabilities Education Improvement Act (IDEA 2004). Students with disabilities are required to be in the least restrictive environment. This often allows students to be in an inclusion classroom. The article is concentrated on students on the Autism spectrum that are off-task in the general education classroom.
Build Systems of Data Collection: Countries must invest in collecting accurate data on the degree to which students with disabilities have access to general education, including the amount of time actually spent in general education classrooms. This data can be used to identify schools and communities in need of support in better educating and including their students with disabilities. Provide Educators with a Robust Program of Pre-Service and In-service Preparation on Inclusive Education: First, attitudes matter a great deal and attitudes among educators are often negative, and those attitudes can carry over into the classroom and the school. Teachers and school leaders need opportunities to both confront these attitudes and to see how successful inclusion can work. Secondly, educators must learn classroom techniques that can help students
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.
The article, Teaching of Speech, Language and Communication Skills for Young Children with Severe Autism Spectrum Disorders: What Do Educators Need to Know?, talks about Autism Spectrum Disorders and the increase of demand for teachers to be trained in ASD knowledge. Children who have ASD need special instructions and reinforcements by paraprofessionals in the classroom to help with their learning (Min, 2011, p. 17). Today, most teachers need to be trained and know how to assist to students with language and speech delays/developments in their classroom. This article gives teachers and educators general information about speech, language and communication development and how they become "active verbal communicative partners" (Min, 2011, p.19).
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).
Autism Introduction Autism is a disorder that is encompassed in the autism spectrum (ASDs) (Landa, 2007). Autism spectrum disorders describe the brain development disorders and encompass Asperger syndrome, autism, and pervasive developmental disorder not otherwise specified (PDD-NOS) disorders. Features of the ASDs includes sensory and cognition problems, difficulty in communicating with other people, and repetitive behaviors. This paper will discuss autism with respect to what it is, the causes, autism in the inclusive classroom (what can be done to enhance total inclusion) and the role of the community.
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.
My Pedagogical Practice that niggles me: That due to the various gifts and abilities that the children have, sometimes not all the children are included or engaged in the lesson or in different school’s practices. As busy teachers, we mostly think of how to finish the curriculum in a specific time frame, ignoring how to deliver it in an attractive and inclusive way to fulfill the children’s diverse needs. Moreover, the teachers don’t have confidence to deal with the children’s various disabilities in their classrooms. It could be due to lack of knowledge or because they don’t have time to put their inclusion plan in action.
When students grow together in an inclusion classroom and respect learning diversity can help separate the divide that might have once existed between students. Inside the classroom is where students learn how to grow as individuals and as learners. To be an effective special education teacher, it’s important for the teacher to hold themselves and their students to the high standards that one wants to achieve. In order for the students' to succeed to the expectations that teachers hold them to, teachers need to focus on their own teaching achievements.
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.
Background of the study The International community has committed itself to achieving basic education through the Millennium Developmental Goals and Education for All Goals. This framework advocates schools across the nation to move towards including children with disabilities in the general education classroom regardless of category and severity of disability. Moreover, different legal mandates such as Rehabilitation Act of 1973, Education for All Handicapped Children Act of 1975, Individuals with Disabilities Act of 1990 and No Child Left Behind Act of 2001, have added numerous responsibilities for regular teachers, especially the Least Restrictive Environment. The LRE required student with disabilities to be educated with