Inclusive Education Collaborative Model

Discussion
Many of those having autism do not perceive the condition as a problem at all. According to Breakey (2014), this is true even amongst those who have internalized autism, and have better understanding of the condition. As the author further points out, many autistic students have in the past told her in no uncertain terms that “they do not have problems; other people seem to have problems with them” (Breakey, 2014). I am in agreement with the author to the effect that I could conclude that autism is perhaps not the problem – how we relate with those who have the condition, as well as the environment we set them up in is actually the problem. This is more so the case given that those with autism at this level of education receive instruction in a general education setting.
In what ways can you apply the content to your direct instruction?
Students with autism, in essence, learn better through visuals. They tend to think better in pictures and not necessarily in language. I would make adaptations or the relevant modifications to the learning content to accommodate this fact. The said adaptations could range from the incorporation of labels to the adoption of charts and other visuals in classroom instruction. Next, I could also adapt the assignment format and/or presentation so as to ensure that the specific and unique needs of autistic students are met. Assignments could, for instance, be presented in a multiple choice format, as opposed to an alternative structure that is largely open–ended. There is also need for the utilization of reinforcements so as to ensure that students continue the desired behavior. Approaches in this direction could involve the utilization of verbal compliment for the accomplishment of a task that could have been a challenge for the student, i.e. for meaningful interactions with peers. Also, I could also adopt priming as a way of reducing student anxiety while at the same time seeking to better their understanding of important concepts. I could, for instance, outline the key concepts before the lesson commences.
Why might this content be important to consider while leading discussions, group activities, and interacting with students?
When it comes to the utilization of visual supports, I could succeed in the enhancement of the student’s ability to remain focused. This move could also be of great relevance when it comes to streamlining the entire process of learning. Adapting assignment format could, on the other hand, ensure that the student is not left behind in the practical application of various academic concepts taught. When it comes to ensuring that autistic students continue their positive behaviors, and also as a way of further enhancing the personal growth of students, the relevance of reinforcements cannot be overstated. Priming, on the other hand, could come in handy in ensuring that the student’s absorption of key concepts is deeper. It could also help in seeking to bring down the level of anxiety amongst students during the actual instruction.
What criteria would you use to analyze your growth or need for further professional development in these concepts?
In general, I would analyze my growth on the basis of how well those of my students who have autism learn and integrate academic content. This could be gauged in relation to the performance of autistic students vis-à-vis that of normal students. I would also analyze my growth on the basis of how successful I am in the creation of a social environment that has measurable outcomes as far as the relations between the autistic student(s) and peers are concerned. The relevance of continuous development, as far as my understanding of autism and its impact to the learning process is concerned, cannot be overstated. It is for this reason that I would continue my professional development in this particular area.
References
Breakey, Christine. The Autism Spectrum and Further Education: A Guide to Good Practice. Philadelphia, PA: Jessica Kingsley Publishers, 2006. Print.