Autism and Educational Assessment - Essay Example

1. Research Methodology and methods Introduction In the modern context of inclusive education, it must be borne in mind that while dealing with children having autism, the chief goals are in facilitating the adjustment of social and communication processes, working towards improving the life quality, slowly removing the functional dependability, while also helping the other family members to cope with the stress (Barnard, Broach, Potter, and Prior, 2002). Since this disorder has no scientifically proven single kind of a treatment for cure, the treatment for this disorder must specially aim towards being especially adaptable for meeting the needs of each individual child with disorder (Myers, Johnson, and Council on Children with Disabilities, 2007). In the past few decades, the UK government has largely focused on the inclusive mode of education to facilitate the process of social adjustment for children with any form of disorder including autism (Broach, Chalmers, Laurance, McKay, McKenzie, and Mustapha, 2004). This has been acheived chiefly through an emphasis on creating more mainstream schools that are inclusive in nature, where students of all kind (with special needs or otherwise) are made apart of the general stream and studies and provided for accordingly (Wilkinson and Twist, 2010). This paper will deal with this topic of educational system for boys with autism in Saudi Arabia, based on guidelines framed by the UK government for the British system of education. Methodology Any research work is actually a procedure of various systemic enquiries on a certain chosen problem that ultimately leads to the conception of new knowledge on that particular subject (Graziano & Raulin, 2009, 26). Since my topic is chiefly based on the autism and relevant suitable modes of education for autistic children, it deals with the problem seen in the modern mode of education that tends to differentiate between general students and special needs children. It will thus be a ‘systematic inquiry whose objective is to provide the information that will allow…problems to be solved’ (Blumberg, Cooper, and Schindler, 2005, 20). Here the problem is related to the education processes used for imparting education to the children with disorders (autism), where we find that under the traditional mode of education special needs children are provided with a different form of education thus segregating them form the general students. This leads to later maladjustment by the children with disorders, to the normal social and workplace environment. While some countries have recently started focusing on the inclusive mode of education, there are problems arising in this new mode of education too, where the general educators cannot meet the demands of teaching general students and special needs children, under one classroom setting. In order to arrive at a workable solution for the above stated problem issues, my paper will follow the research process methodology as outlined by Graziano & Raulin, which is represented in the flow chart given below in Fig 1. Their procedure is bases on observation and rationalism, or reasoning through analysis. Here the whole systemic enquiry starts with the generation of idea (the management question), which is often initiated through personal experiences (me being an avid internet user) or other’s research work (studying books, magazines or articles on the subject of web marketing and the social media platform). Once the problem has been defined and the research questions framed, the procedure design starts. Under this section many journals, books, articles, and governmental publications, will be studied to comprehend the meaning of autism, and the types of educational modes that are suitable for imparting effective education to the special needs children. Various data will be collected and analyzed from the different governmental (UK) websites to understand the scope and nature of inclusive mode of education, and also the nature of the various problems faced by the general educators within inclusive classroom settings. Fig: 1- Research process by Graziano & Raulin (2009, p. 40) As per the research process shown by Graziano & Raulin, where interpretation of collected information and data plays an important role in the research process methodology, my paper will be qualitative in nature. Mariampolski in 2001 had observed that qualitative methodologies in the context of social research papers could be both, probationary and discursive in nature. He said that “It is best suitable when little is known about a product, category or respondent group or when the researcher wishes to expand the current state of knowledge…” (Mariampolski, 2001, 23-24). Therefore, my paper is best suited to be qualitative in nature, since I wish to on the ‘current state of knowledge’ and further develop on it. Data collection from the various books, journals and websites, will show the empirical or inductive nature of the research methodology. Using the inductive or empirical line of reasoning one can easily derive“conclusions from one of more particular facts or pieces of evidence. The conclusion explains the facts, and the facts explain the conclusion” (Blumberg, Cooper, Schindler, 2005, 23) The research provides a well organized research methodology and it largely consists of literature review and the research exemplifies its conclusions from a large number of literatures that are evaluated in this entire study. For this purpose, the literature review includes books, articles and online resources. Literature review is developed through some previous studies and research conducted in Britain about the current status of education policies for autistic children and teaching methods and strategies for children with autism. It also discusses various problems that mentioned in the study report about the issue of Autism Spectrum Disorder, various education programs for autism affected children, physiological and psychological treatments and therapies and special programs for improving the life style of autism affected children. Many children suffered with defective communication because of Autism Spectrum Disorder (ASD). In this literature review the researcher puts forward some teaching methods and special strategies that are in favor of the teachers who worked in the field of educating children with special education needs. Qualitative research approaches help the learner to keep reliability and authenticity. As Deborah Padgett rightly comments “For all their demands, qualitative methods can provide the most rewarding experience a researcher will have” (1998, 1). The research makes use of secondary data which include various strategies and approaches on teaching autistic children with the help of diagrams, study reports tables, and survey reports, the qualitative approach for the reason for the study as it best ensembles for the aims and objectives of the research. Methods In a research paper, the research methodology is the overall framework, within which the entire research work takes place, and the methods are modified to fit within this framework. Therefore, methods form the mechanisms, using which data and information is gathered in order to complete the research process. The methods followed in my paper in order to reach to a conclusion will be a practical manifestation of the research process methodology that has been described earlier. Here the methodology forms the basic framework within which the entire research process takes place, and the various research methods modified to fit within it. Therefore, methods form the tools using which data and information on the required subject is gathered to complete the research process. Having a subjective, and an analytical framework, based on absolutism, my paper will use qualitative methods comprising of secondary researches to solve the main hypothesis, which is: Hypothesis: Is the inclusive model the best possible method for effectively imparting education to autistic children in Saudi Arabia, within a general classroom setting? Secondary research: this will entail the studying of pre-existing data from various books, journals, and the UK government publications on the nature of education provided for the autistic children in Britain. It will help us to comprehend the meaning of the term autism, the various available therapies, and the necessity of the inclusive form of education to facilitate the process of social adjustment for the children having the disorder. Beginning session of the research is the literature review (chapters 1, 2, and 3) includes information on autism, and an overview about the current education status which practiced in Saudi Arabia, based on UK guidelines. Autism is best defined as “a developmental disability that affects the normal functioning of the brain. Autism is present from birth and has an effect on how an individual learns. It is usually diagnosed by 3 years of age and continues through adulthood [and children]…with autism often have difficulty with communication skills, social skills, and reasoning” (Timmons, Breitenbach, and MacIsaac, 2006). Then it discusses about available interventions and form of inclusive education for children with autism. Dr. Julie A. Buckley made notable researches in the field of autism spectrum disorder and its treatments. According to her autism spectrum disorder is strictly psychological disease and it needs appropriate medical treatments and behaviorally based therapies. In their joint venture entitled; Healing Our Autistic Children: A Medical Plan for Restoring Your Child's Health, Julie A. Buckley and Jenny McCarthy remark; “As your child progresses through his treatment plan, make sure not to underestimate the skills he may will be acquiring and becoming able to use” (Buckley & McCarthy, 2010, 192). The study provides plenty of information about various behaviorally based therapies for autistic children to ensure structured development in learning. Researchers and social activists often identify the problem of misunderstanding in diagnosing and healing of children with autism. Many proponents of the inclusive form of education acknowledge the challenging and complex nature of inclusive education, and accept the fact that inclusion does not merely involve general placement at the school. Here three researchers while experimenting on the best form of education for autistic children within the realms of a Scottish educational setting, feel that “the nature of autism requires the addressing of specific complexity and challenges to ensure that children are properly supported, whether in mainstream classes or in specialized provision” (MacKay, Grieve, and Glashan, 2003). This paper is primarily involved with comprehending the present conditions in Saudi Arabia classrooms, which help the researcher to ascertain if support within mainstream classes is satisfactory and appropriate; especially keeping in view the experiences faced by the general educators’ who are in charge of the mainstream classes. Social interactive approaches prove its effectiveness in promoting better education for children with special needs. Martyn Long, et al., have conducted the UK based study entitled The Psychology of Education: The Evidence Base for Teaching and Learning and the study gives variety of teaching methods and strategies for children with autism and other kinds of developmental disorders. The problem of lacking teaching methods and strategies creates obstacles in the way which providing better education facilities both Britain and Saudi Arabia. Studies prove that the Britain current education system keeps better improvements in providing education for children with autism. Owners of the study remarks; “Another approach to teaching children with autism, particularly those with severe and profound learning difficulties has been through social interactive approaches” (Long, Wood, Littleton, Passenger and Sheehy, 2010, 306). Elaine Fletcher-Janzen’s study suggests variety of teaching strategies and techniques for autistic children to achieve knowledge acquisition. The study reveals that the absence of a well planned curriculum and effective teaching methods create barriers in the way to provide education for autistic children. “School adjustment is fostered through special education classrooms in the public school that include four to eight children with a teacher and an assistant teacher” (Fletcher-Janzen, 2007, 1965). This section of the study mainly concentrates various medical treatments related to the classroom procedures of autistic children. As secondary data based research, learner collects vital information and data from the study entitled Neuropsychiatry Randolph B. Schiffer et al. Motor disabilities among the autistic children creates obstacles in their way to seek better education. “Many autistic children have a variety of motor delays and implements and may benefit from physical and /or occupational therapy” (Schiffer, Rao and Fogel, 2003, p.535). Here the researcher gives equal importance in various teaching approaches and learning strategies which promote structured outcome in education programs for autistic children. The researcher in this instance also makes use of number of secondary data for the study. As an important way to collect data, secondary level researches are capable of providing accurate information having specific evidences. As per the views of David Crowther and Geoffrey Lancaster, secondary level data collection ensures accuracy, dependability, validity, reliability, and above all its usefulness (Crowther, Lancaster, 2008, 104). The need of individual based teaching programs play a vital role in special education programs for children with autism. It is significant for a reader to accept the fact that previous studies have suggested that individualized teaching sessions should be practice through a predictable timetable. Inclusive classrooms in Britain highlight the effective use of individualized teaching sessions. “Each child’s program must be based on a detailed appraisal of his or her current developmental level and existing repertoire of skills and responses” (Westwood, 2009, 32). Current education system, in most of the countries, especially Britain and Scotland, require more involvement and support from the part of local authorities. Similarly, education programs for autistic children in Saudi Arabia face problems in educating autistic children. In this context, the paper compares current education strategies for autistic children in Britain and Saudi Arabia, and an important part of the research discusses the issue of the role of government and non government agencies in sponsoring education for disabled children. The learner in this research paper uses the study report of Great Britain: National Audit Office as a significant source of data collection. The study recoded that “Seventy four percent of Local Authorities responding to our survey said they and their NHS Partners did not have such a strategy, only 50 percent reported having a strategic planning dealing with the needs of adults with autism” (Great Britain: National Audit Office, 2009, 16). The researcher also makes conscious efforts to give information about the possibility and usefulness of inclusion programs for children with special needs, especially for autistic children. In the introductory session, learner explores the relevance of inclusion programs in the process of educating children with autism. In a study which conducted by Ruef, explains inclusion programs give chances for autistic children to share classroom activities in general classrooms. The study makes available useful data about the structure and procedure of inclusion classroom. Providing education for both gifted and disabled children is considered as significant objective of education policy in Saudi Arabia (Gaad, 2010, 20). Children with autism generally show difficulties in communication with others. So, personal emotions and responses play a vital role in the process of developing communicative skills among the autistic children. In this regards Colwyn Trevarthen says, “The autistic child should be encouraged to develop and communicate about personal experiences and memories of life events of importance to them” (1998, 159). JoAnn Belk’s views clearly underscore the issue of admitting children with special needs in his study entitled; Inclusion in Early Childhood Programs: a Kaleidoscope of Diversity. The study enriches the necessity of inclusion classrooms and it also underlines the possibility of integrating children with special needs and children without special needs in regular classroom settings. Authors’ comments clearly highlights the way which handle disabled children including autistic children by remarking; “The children should consider the classroom a community in which each student is important and contributes to the success of the community” (Belk, J, 2005, 1). Absence of a well organized and developed education policy is essential for Saudi Arabian children to meet international competency. Existing system of education in Saudi Arabia lacks universal features and innovative incentive and education policies are essential for providing better education for children. Regarding the educational needs of children with special needs, one can find the importance of making a new education policy for children with autism and other types of developmental issues. Researcher makes use of the book entailed The Greenwood encyclopedia of children's issues worldwide, Volume 6 written by Irving Epstein and Leslie Limage for making the discussion more relevant and authentic. The book describes about the current status of public education and the role played by social, cultural, religious and ethnic factors in Saudi Arabia. As an attempt to find methods for providing better education among the children with autism, understanding current education status of the nation reserves better attention. Irving Epstein, and Leslie Limage identify the real problem by explaining, “Lack of facilities combined with lack of awareness of the importance of kindergarten has resulted in only percent of Saudi children being enrolled in kindergarten” (Epstein, Limage, 2008, 243). The existing education system in Saudi Arabia demands the service of experienced teachers and instructors, having adequate training to cope with the pressures emanating from a general classroom setting, while there must also an effective co-operation amongst the general educators and special educators to effectively impart education within the inclusive model. Designing and Sampling Here the researcher clearly informs that the designing and the sampling of the study have direct relations to the topic, and it leads to measurement and analysis which become the elite part of the research. In order to keep up the quality of the research, the researcher has used a particular order or the sequence of events for the study. Design and sampling of research not only consists a step-by step procedure but “It is a planning stage of research which is usually made logically visualizing its practicability” (Singh, 2007, 129). Here researcher provides hypothesis of the study in the introductory part and one can consider the hypothesis is the base of research design. This particular order in this research is as follows: design – sampling-ethics-coding/measurement-analysis. The designing of the study bears the primary importance and so it has placed at the beginning of the paper. The proposed research has mainly two parts: (1) the priority of design choice; that is, here in this study, the priority is various special education programs for children with Autism Spectrum Disorder (ASD), (2) Dictatorship of the problem or study. In this section the researcher states the real problem underlying in the field of educating children with autism and promotes different strategies for teaching children with special needs. The researcher is on the attempt to get hold of the despotism over the topic, which may not always be probable in the study. Ethical Issues In the area of ethical consideration, researcher suggests significant guidelines and assurance about entire research process. The contributors who exerted with the study must be eagerly protected from any form of harm related to social, cultural, religious and ethnic fields. The web article entitled Ethical Guidelines underlines the relevance of ethical issues in research process by saying “Many social researchers work in fields such as economics, psychology, sociology, medicine, whose practitioners have ethical conventions that may influence the conduct of researchers and their fields” (Social research foundation, 2003, p. 9). All the information about the effectiveness of teaching methods and approaches for teaching autistic children will be composed from books and other sources will be set aside highly confidential. It is a part of common knowledge is that, Islam religion plays a pivotal role in the life of people who live in most of all Arab nations. Here, researcher describes the study entitled The Experience of the Kingdom of Saudi Arabia in Mainstreaming Students with Special Educational Needs in Public Schools conducted by The Arab Bureau of Education for the Gulf States for understanding the religious backgrounds. The study reveals that Saudi Arabia gives primary attention for the needs of people with disabilities by mentioning; “In Islam, persons with disabilities are, firstly, human beings, and then they are secondly, disabled persons who have rights to enjoy, and have duties to perform as any member of the community” (Nasser, n. d ). It is crystal clear that education programs for autistic children will get maximum exposure from the religious side of the nation. The research is based on a public issue and it will ensure that the participants must be aware that they have the right to pull out from the study at anytime. The official documents are available from the researcher and that will be helpful for all participants to avoid issues. Researcher keeps serious attention in handling the information and all collected data should remain highly secret. More than this learner also informs that whole study ensures the right of the people to engage will not be troubled. Another matter for consideration is that throughout the entire research study, the researcher must explain the real purpose and aims of undertaken work, and an intended endorsement must be clearly stated as how the unruffled information will be used and who will have access to the research. Finally, the researcher must ensure that all activities included in the study are free from cultural, ethnic, or religion based bias. References Barnard, J., Broach, S., Potter, D., and Prior, A. (2002). Autism in Scotland's Schools: Crisis or Challenge? London: The National Autistic Society. Belk, J. (2005). Inclusion in early childhood programs: a kaleidoscope of diversity. National forum of special education journal. Mississippi State University. 16 (1). Blumberg, B., Cooper, R., & Schindler, P. (2005). Business research methods (1st ed.). Berkshire: McGraw Hill. Broach, S., Chalmers, S., Laurance, K., McKay, R., McKenzie, B. and Mustapha, S. (2004). Autism: Improving Understanding. London: National Autistic Society. Buckley, J., and McCarthy, J. (2010). Healing Our Autistic Children: A Medical Plan for Restoring Your Child's Health: Palgrave Macmillan. Crowther, D., Lancaster, G. (2008). Research methods: a concise introduction to research in management and business consultancy, (Edn. 2). Illustrated: Butterworth-Heinemann. Fletcher-Janzen, E. (2007). Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, And Adults With Disabilities And Other Exceptional Individuals, Volume 2. Edn 3. Illustrated: John Wiley and Sons. Epstein, I., Limage, L. (2008). The Greenwood encyclopedia of children's issues worldwide. Vol. 6: Greenwood Publishing Group. Graziano, A. & Raulin, M. (2009). Research methods: A process of inquiry (7th edn.). Boston, MS: Allyn & Bacon. Long, M., Wood, C., Littleton, K., Passenger, T. & Sheehy, K. (2010). The Psychology of Education: The Evidence Base for Teaching and Learning. Edn 2, illustrated: Taylor & Francis. Mariampolski, H. (2001). Qualitative Market Research: A Comprehensive Guide. London: SAGE. MacKay, G., Grieve, A., and Glashan, L. (2003). Supporting the supporters: Teachers' experience of specialist support in the mainstream education of pupils with autism. Paper presented at the European Conference on Educational Research, University of Hamburg, 17-20 September 2003, Retrieved from, http://www.leeds.ac.uk/educol/documents/00003386.htm Padgett, D. (1998). Qualitative methods in social work research: challenges and rewards. Edn. Illustrated: SAGE. Sarantakos, S. (2005). Social Research, Edition 3, Basingstoke: Palgrave. Schiffer, R. B., Rao, S. M., & Fogel, B. S. (2003). Neuropsychiatry. Edn 2. Illustrated: Lippincott Williams & Wilkins. Singh, Y.k. (2007). Research methodology: techniques and trends: APH Publishing. Social research foundation. (2003). Ethical Guidelines. Retrieved 14 May, from . The Experience of the Kingdom of Saudi Arabia in Mainstreaming Students with Special: Ethical issues. Retrieved 14 May, from Trevarthen, C. (1998). Children with autism: diagnosis and interventions to meet their needs. Edn. 2. Illustrated: Jessica Kingsley Publishers. Timmons, V., Breitenbach, M., and MacIsaac, M. (2006). Educating children about Autism in an inclusive Classroom. The University of Prince Edward Island, the PEI Department of Education, Retrieved from http://www.gov.pe.ca/eecd/index.php3?number=1027846&lang=E. Wilkinson, K., and Twist, L. (2010). Autism and educational assessment: UK policy and practice. National Foundation for Educational Research, retrieved from,   http://www.nfer.ac.uk/nfer/publications/ASR02/ASR02.pdf. Read More