Inclusion of Autistic Students
Inclusion of Students with Autism
Taking the class Introduction to Special Education this semester has been a great learning experience for me in many ways. The class has been my first learning experience with special education and I have learned that it is much more than what I originally believed. So far in class this year I have learned about IEPs, inclusion, learning disabilities, diseases and illnesses and how to best manage and educate the students with these challenges daily in the school atmosphere. On top of this, this class has provided me with the opportunity to observe and student-teach in a life skills class at a local middle school. Learning about special education and observing it in the field has given me the knowledge that allows me to formulate my own opinions on what I believe is important and essential in special education. One of the biggest issues and topics in our class this year has been inclusion, or the integration of students with special needs into the general education setting. This issue is controversial amongst parents of regular and special education students. It becomes even more controversial when the topic focuses on the inclusion of students with Autism Spectrum Disorders because as stated in Busby, Ingram, Bowron, Oliver and Lyons (2012) increasing numbers of children with autism are being fully included in general education classrooms where general educators teach them. From what I have researched, learned so far in Introduction to Special Education, and gained in my fieldwork experience, I will discuss how autism affects students, the views and attitudes on the inclusion of students with ASD and how to best educate them by using the best inclusive practices today.
Before I discuss factors relating to and opinions on inclusion of students with autism, it is essential to know the meaning behind what inclusion is. Ochs, Kremer-Sadlik, Solomon and Sirota (2001) state that inclusion is a federal policy that promotes the
Taking the class Introduction to Special Education this semester has been a great learning experience for me in many ways. The class has been my first learning experience with special education and I have learned that it is much more than what I originally believed. So far in class this year I have learned about IEPs, inclusion, learning disabilities, diseases and illnesses and how to best manage and educate the students with these challenges daily in the school atmosphere. On top of this, this class has provided me with the opportunity to observe and student-teach in a life skills class at a local middle school. Learning about special education and observing it in the field has given me the knowledge that allows me to formulate my own opinions on what I believe is important and essential in special education. One of the biggest issues and topics in our class this year has been inclusion, or the integration of students with special needs into the general education setting. This issue is controversial amongst parents of regular and special education students. It becomes even more controversial when the topic focuses on the inclusion of students with Autism Spectrum Disorders because as stated in Busby, Ingram, Bowron, Oliver and Lyons (2012) increasing numbers of children with autism are being fully included in general education classrooms where general educators teach them. From what I have researched, learned so far in Introduction to Special Education, and gained in my fieldwork experience, I will discuss how autism affects students, the views and attitudes on the inclusion of students with ASD and how to best educate them by using the best inclusive practices today.
Before I discuss factors relating to and opinions on inclusion of students with autism, it is essential to know the meaning behind what inclusion is. Ochs, Kremer-Sadlik, Solomon and Sirota (2001) state that inclusion is a federal policy that promotes the
References: Arora, T. (2012). Understanding the perseveration displayed by students with autism spectrum disorder. Education. 132(4). 799-808. Retrieved from http://www.projectinnovation.biz/education_2006.html. Ochs, E., Kremer-Sadlik, T., Solomon, O., & Sirota, K. (2001). Inclusion as social practice: views of children with autism Robertson, K., Chamberlain, B., & Kasari, C. (2003). General education teachers’ relationships with included students with autism. Journal of Autism and Developmental Disorders, 339(2). 123-30. Retrieved from Academic Search Premier. 1. Busby, R., Ingram, R., Bowron, R., Oliver, J., & Lyons, B. (2012). Teaching Elementary Children with Autism: Addressing Teacher Challenges and Preparation Needs. Rural Educator, 33(2), 27-35. 2. Crosland, K., &Dunlap, G. (2012). Effective strategies for the inclusion of children with autism in general education classrooms. Behavior Modification, 36(3), 251-269