Managing Autistic Students - Literature review Example

Managing Autistic Managing Autistic Dealing with children suffering from autistic disabilities has become oneof the important researches conducted by many educators across the world. The increasing number of autistic children in the society prompts many people to understand the possibilities of assisting these children based on their disability and try to include them in the societal world today. Given that this is a neurodevelopment disorder, the teachers have to understand that their impairment could affect their social interactions, nonverbal and verbal communications as well as restricted behaviors which they repeat over time. Including them in class that has no disabled children makes it the teacher’s role to include the child in the individualized education program (IEP) that will include the student in the classroom activities as well. In an event that the student requires the full attention of the teacher, assigning paraprofessionals would be an ideal means of achieving the inherent classroom goals. Teachers have the mandate for being responsible when cases of autistic students present themselves in the classroom. As an educator, I take this role seriously. Personnel Needed There are some issues that educators need to understand about autistic children that will allow them place the best and most qualified personnel closest to them. In essence, the growth of the student in the classroom will depend solely on the ideals that the teacher places to ensure that the instructions given are essential in meeting the learning needs of the students. In most teaching sessions, students do not have better understanding of the children and end up leaving them behind as they tend to the other normal students (Caronna, Milunsky and Tager-Flusberg 2008). First, students with autistic disabilities are visual thinkers. The students mainly use their visual abilities to communicate rather than use language as the determinant. The most important thing is to provide them with visual aids and demonstrations to help them learn about the subject at hand. Some students are easily bored by an increased utilization of long strings of verbal instructions. Issues to do with sequence are quite difficult for these students. Before placing a paraprofessional to assist the student, these are attributes that should be clear from the start. If the child is able to read and write, then the instructor ought to place instructions into writing. This makes it easier to understand and limits the boring aspect of having to keep tabs with the different issues taking place at the classroom (Myers and Johnson, 2007). They may find their stay difficult but the teacher needs to include certain aspects into the lesson plan. The student needs to understand that the classroom rules need to be followed at all times. The teacher needs to place the student with other students for support and social learning. This assists in the development of social skills and play skills. This can also be a good way of dealing with fixation to one attribute. The children need time to process the information relayed and this may mean having to give them more time to internalize it (Caronna, Milunsky and Tager-Flusberg 2008). In class, I have ensured that the paraprofessional assists the student in answering questions by having a visual board that has stars awarded to the student for every active involvement in the classroom. This motivates the student into making the contributions required in class work. The other important attribute is creating a support system that allows the student to feel part of the learning system (Myers and Johnson, 2007). To assist in this area, I have come up with the buddy system that makes sure the student has a friend to play with every time and is in a group to engage in group activities. The paraprofessional is always available to assist when need arises and this reassures the student that the support system is always available when needed. Whether on the playground or in the classroom, the buddy system allows the child to interact with the peers at all times (Rutter, 2005). When they head home, as the teacher in charge, I will talk to the parents to keep them on track with the issues taking place in the child’s life. In many cases, parents can belittle efforts made and render them useless. To avoid such instances, it is important to appreciate the role parents play in the child’s life and include them in the list. This will ensure the child gets the required care both at school and at home (Levy, Mandell and Schultz, 2009). Specific Strategies Autistic children have various strengths that few people understand. The important thing is to accentuate these skills as a motivation to their involvement in the classroom (Rutter, 2005). The importance of dealing with them is to understand their way of thinking and the things going on in their minds. Visual language is the best form of communication autistic children possess and making use of these strengths could be a great way of understanding their thoughts and their needs. Using visual aids is part of the strategy used to help keep the child focused on what is being taught that day (Myers and Johnson, 2007). In the lesson plan, the paraprofessional has been quoted as offering stars to keep motivating the student. This is an important strategy that helps the student understand the teacher and creates a better learning environment to keep the students attentive and participative in the classroom (Levy, Mandell and Schultz, 2009). Another strategy is keeping the children involved in classroom activities. For every activity conducted, the child will be placed in a random group and his behaviors observed. The paraprofessional will continue awarding stars for the child’s participation and that makes it easier to have the student participate fully (Rutter, 2005). All other students will be aware of the issues affecting the child, but will be asked to be as cooperative as possible. Since the children are sensitive and can read visual signs quickly, it is always important to keep the children on check as a way of enhancing good relations amongst all the members of the class (Myers and Johnson, 2007). The random activities will be essential in providing the required support and assure the student of the support system gained from being a member of the group as a whole. For every ten stars awarded, the student will gain at least ten minutes of classroom recess. Such motivation is essential to keep the student active. Modifications Several modifications have been made to ensure that students continue receiving the education they deserve. The teacher has a role of identifying the important aspects that incorporate students into the learning system. One important modification is adjusting the planning attributes. Teachers need to include the specific interests of the children into the essentials of learning that have to be covered during that learning session. Any routines should be communicated in advance and made regularly to avoid any resistance from such students with autism. The IEP plan is also a good directive on the importance of following approved planning systems (Myers and Johnson, 2007). This means that the teacher should major on routines and structures that will accommodate both the autistic and other normal children without feeling as if any time is wasted. As part of taking the student’s health and comfort into account, the teacher can ask the child to describe things within the environment that could be distressing. This could assist in meeting the inherent needs and assist the child appreciate the ability to work with minimal distractions (Rutter, 2005). Rewards are another form of modification beneficial in meeting the child’s intrinsic motivation needs. Another modification involves the use of team work as a good way of task completion. In most instances, these students feel left out because of their poor social skills. The teacher is responsible for the child’s integration in everyday activities. To take care of this, the lesson plan allows the student to be randomly paced in a group for each activity as a way of meeting this recommendation (Myers and Johnson, 2007). The use of stars by the paraprofessional is a way of celebrating successes that could be motivating to all students. However, the student with autism should have a dedicated star board to ensure success in meeting the inherent need for success and recognition. There is a plan to adjust the curriculum so as to meet the needs of the special needs students during their learning experience (Rutter, 2005). This allows them to remain focused and developed other forms of learning that will be beneficial to them. Adjusting of the grades to accommodate the special needs’ student may be a welcome move to make sure the child appreciates the accomplishments made. Accommodations To accommodate the student’s condition, the classroom will have an array of changes to benefits all students in the classroom, but mainly target the autistic student. With the help of the paraprofessional and the IEP study guide, I will make changes to the tests, allowing some extra time just to ensure that the students attempt all questions. However, anyone who completes the tests early with at least fifteen minutes to go will be allowed to leave. The student with autism will be placed at the front of the class so that distractions while sting at the back can be minimal. This will increase concentration and allow the student to meet the demands of the learning environment (Myers and Johnson, 2007). Another thing will feature more drawings and visual aids as well as written study guides as a way of understanding what is needed. The autistic student will be given special considerations when writing the study guides. The guide will include writings and illustrations to ease reading (Rutter, 2005). Programs The included programs only make good use of the child’s strength and the ability to participate in group activities. Since some of the students get fixated in maps and trains, it is important to take time and learn the student appropriately. This means that the teacher will use what the student likes and understand best to achieve the inherent goals of the learning session (Myers and Johnson, 2007). In essence, the role of the teacher in this case is to provide guidance and ensure the student reaches the required level of learning to boost the outcomes. This is done best if the programs include visual aids, short appealing movies and drawings. These are attributes included in the lesson plan to assist with the teaching. This will also take into consideration the models in use and the materials chosen to provide instructions to this child (Rutter, 2005). The important thing is to create a routine the child can understand and ensure the child understands the meaning of the routine sessions. Classroom aides are good materials to use. A video clip is another material in use that will provide an interactive session. The debates will also help boost the child’s social skills. Pictures will be provided to help the child in making communication regarding the question asked (Caronna, Milunsky and Tager-Flusberg 2008). The stars are good materials for boosting the child’s morale. The rational for using these methods is to assist in reinforcing the child’s learning ability as well as create better motivation activities to benefit the student in future (Rutter, 2005). Further, these are materials that are easily attainable at all times because of the ease in assessing them. They also provide insight on the issues plaguing the child and which require immediate attention. In conclusion, the important bit is the inclusion of autistic children into the learning environment. The help of a paraprofessional is important according to the IEP plan as it entrusts the teacher with the responsibility of ensuring the students fits into the classroom. This also shows that nothing is impossible if the teacher allows for some creativity in dealing with the available students within the classroom. From the report above, it is clear that autistic children can get the right support and participate in activities just like the rest of the children. Rather than discriminate against them, it is important to approach them with friendly support and assistance to gain their support and attention. References Caronna, E. B., Milunsky, J. M., & Tager-Flusberg H. (2008). Autism spectrum disorders: clinical and research frontiers. Arch Dis Child 93(6), 518–23. Levy, S. E., Mandell, D. S., & Schultz, R. T. (2009). Autism. Lancet 374(9701), 1627–38. Myers, S. M. and Johnson, C. P. (2007). Management of children with autism spectrum disorders. Pediatrics 120(5), 1162–82. Rutter, M. (2005). Incidence of autism spectrum disorders: changes over time and their meaning. Acta Paediatr 94(1), 2–15. Read More