Autism and inclusive practice - Essay Example

Inclusive Practice Introduction Children with disorders such as autism require special treatment within an inclusive practice framework. For instance, autistic children find it difficult to relate to fellow classmates and the environment in schools making it impossible for them to learn especially in mainstream schools. Such schools should adopt policies that would make their environments suitable for autistic pupils (Deris & Di Carlo, 2013, p. 54). The constitution also advocates for the rights of autistic individuals and other people with disabilities to be upheld. Various constitutional Acts support inclusive practice and ensure that the handling of handicapped persons is proper. The Handicapped Children Act of 1970 that advocates for the rights and decent treatment of children with disabilities. The act advocates for the proper provision of special needs education (Fitzgerald & Kay, 2008, p. 33). The Warnock report of 1978 has various recommendations. For example, school heads are supposed to delegate the duty of educating children with special needs to specialist teachers. The Education Act of 1981, 1993 and 1996 vary in terms of the provisions that changed throughout the development of the legislation (Hill, Martin & Nelson-Head, 2011, p. 216). The 1993 Education Act stipulated that the Secretary of State should facilitate the issuance of a code of practice to local education authorities with regard to the rights of all children. The education Act of 1996 governs the responsibilities of schools towards children; this is enshrined in Part (IV) of the Act. The SEND Act of 2001 was established to uphold the rights of disabled children that are in need of special education, training and other services offered to students. In addition, the Equality Act of 2010 ensures that people are subjected to equal treatment regardless of their affiliations or special characteristics (Fraser, 2011, p. 429). Another legislative Act that deals with inclusive practice is the SEND Code of practice of 2015. The code of practice expects that people with obligations towards children or young people with disabilities must deliver their statutory duties accordingly without discrimination. The 2001 SEN code of practice was formulated to assist local education authorities and schools in the making relevant and effective decisions on matters that affect children with special education needs. The purpose of human rights as enshrined in the British constitution is to ensure that the legal privileges that are accruable to citizens in accordance to their diversity are upheld and respected. Observation The observation is based on a nine years and four months old child whose code name in this case, for confidentiality reasons, is RA. Child RA suffers from autism and is eligible for a personal or one-on-one support service because he needs assistance with his learning needs. The observations aims at identifying and assessing the child’s behaviour when in a group setting. During the first day of the observation process, the class teacher instructs the pupils to bring out their numeracy writing books. However, RA picks up a pencil then flicks hit and consequently hitting another child. When the teacher calls RA, he replies, “what?” The reply is rude and as the assistant, I took the initiative to ask him to apologize but he does this without maintaining eye contact with the teacher. When told to apologize in an appropriate manner, he responds properly and says, “I am sorry miss.” After the apology, RA sits down and a fellow pupil volunteers to give him a numeracy book but he snatches it without eye contact. Upon pointing out the unruly behaviour, RA apologizes. After sitting for a while, RA gets up from his table and when asked what he wants, he says he would like to work in a group with other pupils. The class teacher grants his request by placing him in one of the groups and he promises to work hard while respecting the other members. He then seems contented with the group. RA does not stay long in the group before a boy complains about being hit by a ruler. After a private talk with him outside class, RA promises that he is willing to work alone. Therefore, he is allocated a work station where he seems to be working and concentrating. In his book, it is evident that he does not follow the instructions on how to complete the task and neither does he listen to the class teacher or me as his support assistant. After a while, RA closes his book and asks me if he can use the laptop. I told him that he can only use it on condition that he completes his work and promises to adhere to the instructions. He opens his book to complete his task but does not finish it and I have to get him a laptop as he totally loses concentration. Conclusively, can be portrayed as a young boy who finds it difficult to work together with his peers successfully without causing distractions. His wish is to work in a group and we encourage him to do so but his relationship with the others only lasts for a short while. RA enjoys playing on a laptop and this is a form of reward that he is given on Mondays. He rarely settles down in class at the beginning of the week after being away from the school environment after the weekend break. The laptop calms him down. The school in which RA is a pupil is a mainstream school and has failed to meet his needs as an autistic individual. Rather than using the laptop to compel him to settle down, other strategies that would stimulate an effective learning environment would be appropriate in RA’s case. An example of such strategies is the use of a sensory room or building blocks. The strategies would give RA an opportunity to devote his efforts towards the achievement of utmost concentration in class. Strategic Learning Support Plan From the observation, it is evident that RA faces different challenges within his learning environment. The challenges are inflated by the fact that the school does not have appropriate parameters for supporting children with autism. The strategies that would help RA in his learning process include various methods that stipulate the appropriate methods of handling children with autism (Tozer, Atkin & Wenham, 2013, p. 484). Firstly, RA is having problems fitting into the class groups. A suitable solution to the challenge would be to emphasize on the importance of group work and appropriate relationship with fellow students. RA should be given an active role in the group to ensure that he is preoccupied and feels that he is a significant member of the group. Advising the other pupils on how to relate properly with RA is also imperative in this case (Davies, McGillivray and Brotherton, 2010, p. 32) Secondly, the class teacher should ensure that she gives RA an opportunity to express himself and state what he wants. Giving the child an opportunity to engage in what he enjoys results into the tailoring of the learning environment to suit his specific needs. The mainstream school can use such information to transform itself into a learning institution that takes the needs of autistic children into consideration (McDonnel, 2014, p. 497). However, RA might make irrelevant requests and should be advised accordingly to avoid the adoption of undesirable behavioural trends. Resources that would support RA’s learning are also necessary. Currently, the laptop is the incentive that can be used to contain him. However, his sensory needs can be catered for by the use of games for example building blocks that would enhance his precision and participation in class (McLachlan & Davis, 2013, p. 177). Other forms of rewards, for instance commending him for completing his tasks. Commendations from the teacher would encourage him to behave in the same manner and subsequently improving his learning skills (Williams, Gray & Tonge, 2012, p. 1275). From the way RA answers his teachers and his relationship with classmates, we can deduce that he lacks appropriate communication skills (Franco, Davis & Davis, 2013, p. 501). Therefore, RA has to undergo training to improve his communication skills. The fact that he does not maintain an eye contact while conversing is a normal characteristic of autistic children but it seems morally unethical (Carbone et al, 2013, p. 142). Using visuals and illustrations while communicating to the autistic child easily draws his attention to the matter at hand. Therefore, he learns to be attentive in class and when being talked to (Centelles et al., 2013, p. 1145). Conclusion From the observations made, RA needs help and support not only from a support assistant but also from his teacher and classmates. Formulation of a support with strategies that would aid in assisting RA is the first step towards helping him. The strategies encompass communication skills, learning capability improvement, proper behavioural trends and appropriate social skills. The acquisition of the skills would improve RA’s overall academic performance. A support assistant compliments the work of the class teacher by interjecting and helping when RA’s behaviour deviates from normal. Critical Reflection and Evaluation of Practice Principles of Inclusive Practice The principles of inclusive practice are imperative in the reflection of practice. The principles provide the necessary guidance for the handling of special needs children like RA. Schools have a binding responsibility to autistic children and should ensure that they are not discriminated and that they are given a chance to participate actively in all learning and extracurricular activities (Frederick & Cline, 2008, p. 68). If RA’s school adheres to these principles, he will adapt to the school environment and change his attitude towards learning. Inclusion would make RA develop a sense of belonging and consequently he would identify himself with the other students and follow teacher instructions more precisely (Thomas & Loxley, 2007, p. 110). The principles of inclusive practice that are suitable in RA’s case include: Listening to Pupil’s Questions, Contributions and Concerns If the class teacher constantly inquires or asks RA what he wants, it would be easier to identify his needs (Gibson & Haynes, 2009, p. 27). Therefore, formulation of a solution to the issues raised by the child follows. Addressing RA’s problems and needs effectively ensures that he defies aggressiveness for example hitting fellow pupils. RA may is not comfortable with the assessment procedure that is currently being used in class, that is why he does not complete his numeracy task. It is vital for the teacher to develop a different method of assessing RA for him to gain as much as his classmates are gaining from the learning activities. Inclusive Participation of all Pupils RA’s inability to work in a group is an indication of lack of inclusiveness during the structuring of the groups. Structuring the groups in a way that makes RA an active member with an active role makes comfortable and secure in the group. For instance, introducing fun activities into the group for example numeracy games where the children play with numbers would compel him to participate actively in group activities (McDonnel, 2014, p. 497). Positive Teacher Attitude The diversity of pupils should not be a reason for teachers to develop negative attitudes towards pupils with added needs. RA’s class teacher should be tolerant in her teaching approach to accommodate his aggressive and rude behaviour. Developing a negative attitude towards the child would make him more aggressive and he may feel unwanted in the class. As a result of the absence of inclusiveness, it would be difficult for RA to fit into the class. In addition, it is up to the support assistant to help RA in the process of maintaining acceptable behaviour to avoid the provocation of the teacher. Subsequently, good teacher-student relationship between RA and the teacher develops (Akmanoglu, Kurt & Kapan, 2015, p. 730). Effective Teacher and Support Assistant Skills The process of dealing with the diversity among pupils in terms of their needs requires and adequate level expertise. In RA’s case, the teacher should be able to develop and apply a wide range of approaches that would aid in the elimination of the barriers created by the difference between him and the other pupils. First, the teacher and the support assistant should be able to identify the aspects that make RA different from the rest. Application of relevant educational and support skills would then follow the identification of the diverse aspects. For the support assistant, inquisitive skills are vital for the identification of the concerns that the child might have. Therefore, the skill would lay a platform for deliberation and formulation of solution. Therefore, development of a credible rationale by teachers to ensure that the learning objectives are achieved and that all the pupils have gained accordingly. Creation of a Balance between Special Needs and Mainstream Education Young autistic children of the same age as RA require the adoption of special education methods in their schools. The fact that RA is studying in a mainstream school is an indication that his special needs are not catered for successfully. Introduction of special needs education in the school would give RA the same competitive advantage that the other pupils have. Training of the class teacher on special needs education is vital for her to be in a position to cater fir the child’s needs effectively. However, mainstreaming introduction of mainstream education at a later age would also assist RA in developing within a normal environment and learning the ways of life in the normal world (Thomas, 2013, p. 480). Application of the Principles of Inclusive Practice Improvement of the educational practice concerning autistic children, in this case RA, requires practical application of the principles of inclusiveness in schools. The principles would be feasible of practicable on condition that RA’s problems are taken into consideration. The problems include, communication difficulty, lack of appropriate social skills and indiscipline (Cheminais, 2009, p. 72). Social skills are necessary for the social interaction between an autistic child and other children. RA is quite aggressive when dealing with his classmates and consequently compromises social interaction in class. Effective teaching skills are necessary for the elimination of such behaviour. Positive behavioural change techniques would effectively solve the discipline problems and enable RA to relate peacefully with the teacher and his classmates (McClean & Grey 2012, p. 131). Communication is vital as it is an appropriate mode through which an autistic child like RA can pass his concerns, questions or problems. RA is not able to communicate effectively to the teacher or the other pupils. In the process of developing RA’s communication skills, Modelling is an imperative communication aspect (Thompson, 2011, p. 36). It is would be easier for RA to comprehend or interpret demonstrations other than verbal information. Learning from observation is effective on children because they can see what is expected of them making it easier for them to apply imitation (Glenny & Roaf, 2008). Therefore, RA will be able to maintain eye contact when communicating as a result of the improved communication techniques. Conclusion From the assessment, reflection and evaluation of practice, we can deduce that autistic children and other disabled individuals require the application of a special and inclusive code of practice. In this case, RA’s class teacher should concentrate on his learning capabilities and use teaching methods that he easily can relate to (McLachlan & Davis, 2013, p. 175). His fellow students also play a role in ensuring that an enabling environment for autistic children is available in the school. The setting of the education practice should also consider the social lives of the individuals with autism to improve their interaction with others. All these processes ensure that learning activities are effective and inclusive, in that, segregation of pupils with additional needs is avoided. Bibliography Akmanoglu, N, Kurt, O, & Kapan, A., 2015, Comparison of Simultaneous Prompting and Constant Time Delay Procedures in Teaching Children with Autism the Responses to Questions about Personal Information, Educational Sciences: Theory & Practice, 15, 3, pp. 723-737, Academic Search Premier, EBSCOhost, viewed 15 June 2015. Carbone, V, OBrien, L, Sweeney-Kerwin, E, & Albert, K 2013, Teaching Eye Contact to Children with Autism: A Conceptual Analysis and Single Case Study, Education & Treatment Of Children, 36, 2, pp. 139-159, Professional Development Collection, EBSCOhost, viewed 15 June 2015. 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