...critique the effectiveness of the educational approach of inclusion as a means to address the needs of children diagnosed with autism spectrum disorder. In observing students who are a part of the inclusive environment, it is evident that they benefit from social encounters however, in observing their academic progress, in such areas as analysis and critical thinking; it becomes clear that it is important to reevaluate the total inclusion experience. In understanding inclusion, one must become familiar with its definition. Inclusion is an educational approach whereby special need children are integrated with nondisabled children in the general education setting. In recent educational development and over the past 20 year’s inclusion as an exclusive tool for disseminating education has been called into question. As teachers face countless challenges in providing instruction to children diagnosed with autism, so do these children find it difficult to learn, to process and retain the information? In my professional experience and interactions with educators, it has been concluded that considerable work is needed in regards to reaching these students cognitively in the inclusive environment. As an experienced and veteran teacher working with special needs children, this inclusion approach has led me to rethink the way it has been defined and the way it has been employed in the general education setting. This widely used and accepted approach to educating children with disabilities...
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...Attention Deficit Hyperactivity Disorder &ump; Autism in the Classroom When teaching it must be expected that there will be students that have behavioral disorders. These disorders must be taken into consideration when giving these students the best education possible. Teachers must accommodate to these children and incorporate them into the daily classroom. Every teacher has their own methods of doing this and can use their creativity to come up with these strategies for teaching. Some strategies may not work, so instructors must put much thought into how they are going to accommodate to these particular students. A very common disorder in children is attention deficit hyperactivity disorder or ADHD. These students have a difficult time holding attention due to the lack of the ability to concentrate. These students tend to act impulsively, have attention deficits, and sometimes exude hyperactive behaviors. Children that have ADHD do not qualify for special education unless they also have another disability. Approximately 7.8 percent of children from the ages of 4 to 17 have been diagnosed with ADHD, research also shows that males are more likely to be diagnosed with ADHD over women. These ratios vary from 4:1 to 9:1. These students with ADHD can be impulsive, which means they act before they think or before considering the situation that they are currently in. They also have a hard time concentrating and find it difficult to sit still. There are medications for ADHD, and...
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...Inclusion of Autism Spectrum Disorder Students Lindsey Liermann Liberty University Abstract This paper includes a reference list of literature relating to components of successful inclusion for students with Autism Spectrum Disorder. In general, the literature seems to indicate what practices are effective for successfully including ASD students with typical peers, as well as, if inclusion is right for all ASD students. The literature includes evidence that the different components support students’ progress in general education settings. More empirical data needs to be collected to see if different components work for all students with Autism Spectrum Disorder while with typical peers. Keywords: students with ASD, inclusion, typical peers, successful strategies, perceptions of inclusion, support, and modification for students. Topical Reference List: Inclusion of Autism Spectrum Disorder Students Until recently, the common practice was to pull children with Autism or other disabilities out of regular education classrooms for majority of the day or even have them completely segregated. It seemed more efficient to provide specialized instruction in separate classrooms where children with Autism could received individualized attention without having to alter the mainstream curriculum that typical peers received. But, different practices were proposed in the 1980’s for greater efforts to “include” students with disabilities...
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...requirements of the Individuals with Disabilities Education Act (IDEA) 2004, as well as, have the ability to teach individuals with disabilities requires that all educators take a deeper look into and understand the main diagnoses of these disabilities. The disabilities focused on will include intellectual disability, traumatic brain injury (TBI), autism, severe disabilities, and deaf-blindness. By expanding on these noted definitions, characteristics and causes of these five disabilities it will allow educators and parents to have a deeper understanding of the needs of their disabled learner. This allows the public education system to provide equal educational opportunities for all students which is required by law under IDEA. How to Understand Intellectual Disabilities The Individuals with Disabilities Education Act of 2004 (IDEA), created definitions to help in the understanding of many different disabilities. These definitions then help create diagnoses that allow students to receive a free and appropriate education (FAPE). This type education falls under the category of public schools providing special education services for their students (U.S. Department of Education, 2004). All children deserve a fair shot at life and have the right to learn to the best of their ability. While each discussed disability has its own unique set of characteristics and needs it must be serviced in the way most appropriate for the student. To accomplish this it is important that physicians...
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...Abstract Autism Spectrum Disorder (ASD), also known as Pervasive Developmental Disorders (PDD), is defined as a disorder of neural development characterized by impaired social interaction and communication, and by restricted and repetitive behavior. Autism Spectrum Disorder affects information processing in the brain by altering how nerve cells and their synapses connect and organize, however, how this occurs is not well understood. Autistic Disorder is only one of four recognized disorders in the autism spectrum. The others included in the spectrum are Asperger Syndrome(AS), Childhood Disintegrative Disorder, Rett Syndrome, and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS), which is diagnosed when the full set of criteria for Autistic Disorder or Asperger Syndrome are not met. In an article from the American Academy of Pediatrics (2011), over the last twelve years, prevalence of developmental disabilities has increased 17.1% which equals about 1.8 million more children in 2006 through 2008 as compared to a decade earlier. Additionally, prevalence of Autism increased 289.5% while the prevalence of ADHD increased 33.0%. With this increase, more research and studies are being done to learn more about a disorder that is relatively recent. Specifically, the focus of this paper is on Asperger Syndrome, which is defined as a pervasive developmental disorder characterized by deficits in social interaction and motor coordination, and unusual or restricted patterns...
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...In conclusion, it is evident that each independent variable offers benefits of their own in regards to the best practices for early autism intervention. Special education programs in schools have always existed and is a fairly consistent program for a child with a considerable support system beneficial for students with high-functioning ASD. For students with low-functioning ASD, a more appropriate program would include early autism intervention. A residential, center-based option would allow for more a more personalized program tailored to a child’s needs through an intense program targeting individual goals and developmental functionality. In contrast, an ABA-based classroom within a mainstream school has proven beneficial to improving social...
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...Interventions for Children with Autism Name Institution Tutor Date Interventions for Children with Autism Individuals with autism demonstrate delays or deficits in social interaction and behaviours. Autism is apparent from early childhood, but can emerge in early adulthood. It is associated with a wide range of possible causes, but genetic factors are the main causes. Children with autism have impairments in cognition, language delays, and lack of or poor social interactions. Lack of communication may force these children to adopt repetitive behaviours such as self-inflicted injuries and violence. The teaching process requires interventions that address the repetitive behaviours, skill development, and play activities that promote communication and social interactions. Several authors have discussed different intervention models that are discussed in the sections below. Rita Jordan-Behavioural and Communication Intervention TEACCH Programme The programme is community based and targets children and adults with autism and communication disabilities. TEACCH aims at developing communication skills among autistic children, and help them work and play independently of adults (Jordan, Jones and Murray, 1998). The development of communication skills is based on their understanding capability and their ability to express themselves. The programme teaches several ways of communication, such as the use of photographs and pictures, symbols and words...
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...Redefining Autism as a Disability Name: Course: Tutor: Date: Introduction The prevalence of autism spectrum disorders has been on the rise with autism amongst infants topping the list leaving many puzzling mysteries. The causes, effects, signs, symptoms, and treatment for autism have left many unresolved questions in the medical world. By bearing in mind viewpoints of autistics themselves, together with evidence from medical journals, it becomes apparent that autism spectrum disorders are not always the debilitating conditions as portrayed. Recent studies consider Autism a broad spectrum condition implying the degree on how it affects different individuals varies from mild to severe. In fact, autism indeed associates with a number of abilities with precise focus on intelligence, communication, and social skills (Wall, 2010, p.49). This article calls into question the idea autism is indeed a traditional disability and argues a new comprehensive understanding of autism ought to be taken into account. Body From the medical perspective, autism can be defined as complex development regression characterized by difficulties in social interaction, impaired verbal and non-verbal abilities, and acute responses to sensory stimulations such as sound (Schopler, 1994, p.82). Autistic individuals show less interest in the environment surrounding them, and have a lifelong disability on how they communicate, and interact to others. In addition, such individuals usually find...
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...(2005) states that “dependence on and uncritical use of miracle cures and unproven methods have encouraged unhealthy, unrealistic and improbable expectations and have, in all too many cases, retarded the progress of students with ASD” (p. 141). Adopting evidence-based practices and using scientific methods are important for educating and supporting individuals with ASD. Effective matching of EBP methods to the particular needs of an individual with ASD is considered best practice. Programs must be correctly applied and evaluated by knowledgeable professionals (Simpson, 2005). Implementation of evidence based-based practices involves a process of actions, multiple decisions and corrections (Fixsen, Naoom, Blase, Friedman & Wallace, 2005). Application to the clinical treatment, education and social intervention of individuals with autism spectrum disorders is influenced by current economic and political trends as well as historical influences. The National Research Council (NRC) issued a report in 2001 that incorporated a thorough analysis of the scientific base for the education of children with autism spectrum disorder (ASD). The review highlighted the aspects of effective programs such as the preparation of educators, early intervention and a low ratio of students and teachers. The importance of families and the necessity for future research were also recommended (Buron & Wolfberg, 2013). Accountability, scientifically based intervention and highly qualified teachers are important...
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...Reading Instruction Strategies for Students with Significant Cognitive Disabilities April Scruggs scruggs_am@students.lynchburg.edu Graduate Student – Lynchburg College SPED 644 – Academic Instruction Reading is the cornerstone of instruction for all students regardless of their ability level because it sets the foundation for future progress and success in virtually all other facets of life (Kliewer & Landis, 1999). Recent legislation and research has suggested that we should be more successful in teaching every student to read (Brower, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2006). There are various strategies that educators use to teach reading in a typical classroom setting. However, these strategies are not always the same in special education classrooms, especially in terms of teaching students with significant cognitive disabilities. Browder et al. (2006) defined students with significant cognitive disabilities as students classified as having moderate or severe mental retardation, who may have additional disabilities such as autism or physical disabilities. Individuals with severe cognitive disabilities may use nonlinguistic communication … and exhibit learning characteristics that require greater time to learn and intensive forms of instructional support (p.392). As shown by Katims (2000), reading instruction has been viewed in a variety of different ways for students with significant or severe disabilities...
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...Until Every Piece Fits Autism: a pervasive developmental brain disorder, has taken over controversial issue debates, and impacted families all across the globe. Autism has been a part of my life beginning at age five, before I could even conceptualize what a complex disorder it truly is. I was in kindergarten and like any other five year-old, I was curious about how other people acted. I noticed that some kids were more socially isolated than others, had trouble making friends or even playing with others. I noticed that when it got really loud, or whenever we were doing an activity involving a lot of tactile input, certain kids would pull away and repeat certain behaviors. One particular kid would hunch his back, hyper-extend his fingers, shake them vigorously, as if to dry them off in absence of paper towels, and rock back and forth on his heels. These types of behaviors were relatively commonplace in my experience and I accepted them as absolutely harmless. I had seen the calming affect these rituals had on my classmate. My five year-old self was unknowingly picking up on behaviors that were the hallmark of autism. I attended an elementary school that was located in the autism hub of the county; so several students with autism were mainstreamed, or assimilated, into my classes. These students were not the majority. Rather, neurotypical students, a term used to describe children without a diagnosis of an autism spectrum disorder, composed the majority of our school’s population...
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...discrepancy model is the approach that has been used by school psychologists to diagnose those with learning disorders; however, research has shown that the model is not very efficient (Restori, 2009). It diagnoses children with SLD (Specific Learning Disorders) after they have already showed symptoms of the disorder (Restori, 2009). This delays the treatment of the learning disorder and delays the placement of a child in a better facility that is more adept in dealing with the specific learning disorder. The IQ-discrepancy model is performed by “establishing a discrepancy between intellectual/cognitive ability and academic achievement, identifying the existence of a psychological/cognitive processing deficit, determining if...
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...Video games Effects on Children: Student’s Name: Institution’s Name; Date of submission: My topic is the effect of video on children. In America, 81% of young people play at any rate once per month, 8.5% of them are dependent and "the normal 8-to 12 year-old now plays 13 hours of computer games every week, while the normal 13-to 18 year old plays 14 hours of computer games every week" (Metrics 2.0, 2007). Since computer games are so unmistakable in children' lives, it is hard to keep them from playing computer games entirely– however is that even essential? Through the research of my topic, I hope to understand how video games are really affecting the lives of children. With such an assortment of amusement sorts out there, it is hard to say if computer games as a rule are great or awful.my argument is that, majority of parents today do not pay attention to the kind of videos that their children are watching and this could affect their development. Fortunately, there have been incalculable studies done on this and data on the upsides and downsides can be effectively found. Negatives of Video Games There are different sorts of computer games accessible in today's industry. Computer games are proposed to target distinctive parts of a tyke's life. These computer games are included an assortment of instructive, genuine, and easygoing diversions, yet as a general rule, what kid is going to pick an amusement about learning versus an amusement where they can slaughter zombies or...
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...Inclusive education is when children with and without disabilities are educated within the same classroom, they learn and participate together. Good behavior develops if inclusive education is adopted but simply placing the children with and without disability does not produce positive outcomes. Ongoing advocacy, support, planning and commitment are required to reap the success for inclusion. Inclusive education is a child’s right, not a privilege. The Individuals with Disabilities Education Act (IDEA) clearly states that all children with disabilities should be educated with non-disabled children of their own age and have access to the general education curriculum. Therefore, I will be using the “school routine skills checklist” and “behavior checklist” to monitor the behavior of the students in the inclusive setting, these checklists will be completed by the class teacher, the teaching assistant and the clinician for the inter rater reliability. This will help me to find out the behavioral issues and their impact on students. As far as the reservations of parents are concerned, I will be using the “attitude towards inclusive education scale” to find out about the parents’ concerns...
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...AAID Autism Multiple Disorders Rose Francis November 27, 2012 SPE 226 There are many different kinds of developmental disabilities. The American Association On Intellectual And Developmental Disabilities create an outline of what is to be considered an intellectual disability. Their intellect has to considerably limit their ability to properly express the appropriate social behavior while also limiting their adaptive skills within the community and interaction with others. The disability has to be identified before the person is of the age of 18. It also There are also different approaches which should be looked into when classifying a person with intellectual disabilities. Medical professionals have to rate the imparity on a scale indicating if it is mild, moderate, severe, or profound. Without these classifications the proper educational support plan cannot be put into place. The classification also helps with what kind of support the individual will need at home outside of the school setting. About 10% of children in the United States between the ages of 6 through 21 have some kind of intellectual disabilities label. The characteristics which are considered to be intellectually disabled would be having memory or learning deficiencies, troubles with memory recall, or apply abstract thought. These students also have trouble controlling their behavior also known as self-regulation. Their adaptive skills are also hard to apply to real life situations being able to...
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