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...
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…
Revised Introduction: Challenges and Strategies in Assisting Children with DisabilitiesHandling the needs of children with disabilities is a complex task for both families and professionals, whether at home or within educational environments. To effectively handle these issues, it is crucial to harness technology efficiently, particularly in selecting and comprehending the correct Assistive Technology (AT). As an element of Information and Communication Technology (ICT), AT has undergone substantial development since the
It is now recognized that individuals learn in different ways -- they perceive and process information in various ways. The learning styles theory suggests that the way that children acquire information has more to do with whether the educational experience is slanted toward their specific style of learning than their intelligence. The foundation of the learning styles methodology is based in the classification of psychological types. The research demonstrates that,
Additionally, other students must be educated about disabilities and how to include others that are different. (Dybvik 2004) Purpose and Research Questions The purpose of the proposed research study is to determine the effectiveness of the inclusive classroom and the best methods for increasing the positive outcome of inclusive classrooms. The questions to be answered include: 1. How do educators, parents, and others involved in the education currently view inclusion? 2. How do
In their study, "Thinking of Inclusion for All Special Needs Students: Better Think Again," Rasch and his colleagues (1994) report that, "The political argument in favor of inclusion is based on the assumption that the civil rights of students, as outlined in the 1954 decision handed down in Brown v. Board of Education, which struck down the concept of 'separate but equal,' can also be construed as applying to special
Instead of the special education teacher and the general education teacher duplicating efforts for many children it has been shown that their efforts are better put to use in collaborating in their teaching efforts. Individuals cannot be effective team members unless they see themselves as being an important part of the team. An effective team should be viewed by others as having all individual members be contributors to the
More importantly, our appreciative and participatory stance with our co-researchers has allowed us to witness and learn about the cutting edge of leadership work in such a way that is and feels qualitatively different from other research traditions we have used in the past, because it is built on valuing. Even though it is challenging at times (Ospina et al. 2002), our inquiry space is enhanced by our collaboration