Learning Needs of Children with Autism Spectrum Disorders - Assignment Example

Proposal on Learning Needs of Children with Autism Spectrum Disorders Part I. Learning Needs Outline A. Definition of Autism Spectrum Disorders Autism spectrum disorders (ASD) are a group of disorders that vary widely in the diversity and severity of symptoms that involve a primary deficit in communication and social interaction (Butcher, Mineka & Hooley, 2004). These disorders are also commonly associated with abnormalities of sensory perception and repetitive, obsessive behaviours. ASDs include “classic” autism, Asperger’s Disorder, a milder form of the disease, and pervasive developmental disorder- not otherwise specified (PDD-NOS) which is sometimes referred to as “atypical” autism. The disorder occurs more commonly in boys than in girls and affects approximately 1/160 children in Australia. The consensus of much research in this area is that early intervention can be a very effective tool in diminishing the long-term effects of this disorder (Butcher, Mineka & Hooley, 2004). B.Range of Symptoms in ASD Autism was first defined as a distinct psychological disorder by Kanner in 1943 (Bryson, Rogers & Fombonne, 2003). Its essential feature is a profound deficit the capacity for social interaction. In the years since its initial description the term autism has expanded to include a variety of disorders with differing clinical and behavioural manifestations defined under the umbrella of Autism Spectrum Disorders (ASD). This spectrum of disorder is unified by the central manifestation of impaired social communication (Yell, Katsiyannis, Dragsow & Herbst, 2003). The diversity of social impairments relates to difficulties in verbal communication, eye contact, social responsiveness and empathy. Classic autism is generally diagnosed early in life and is frequently associated with a failure to meet early developmental milestones associated with verbalization, play and social interaction (Bryson, Rogers & Fombonne, 2003). This social deficit may be accompanied by repetitive and obsessive behaviours such as spinning, head banging or other inappropriate activities. The behavioural deficit may be associated with impairments of fine and or gross motor skills. Some cases of classic autism are also associated with cognitive deficits, but this is not always observed (Bryson, Rogers & Fombonne, 2003). Asperger’s Syndrome is a milder form of autism often diagnosed significantly later than classic autism, as it may not involve a deficit of verbalization but more specifically affect interpersonal relationships and communication skills (Dumont-Mathieu & Fein, 2005). A third form of the disease, termed Pervasive developmental Disorder-Not Otherwise Specified (PDD-NOS) includes autistic behaviours that may be associated with the loss of previous social and verbal functions in young children, and thus may display an atypical clinical symptomatology (Johnson et al, 2007) . There is no single identified cause of autism, although inheritance studies suggest a genetic component (Dumont-Mathieu & Fein, 2005). Environmental causes have been proposed, but none has been verified (Dumont-Mathieu & Fein, 2005). The incidence of ASD has increased dramatically over the past several decades, for unknown reason, and occurs in about 3-5 per thousand children worldwide (Johnson et al, 2007). The prevalence of this disorder and its implications for education and childhood development has brought the issue of education and intervention in children with ASD to the forefront of educational and psychological research. C. Types of Educational Interventions for ASD Educational research suggests that children with ASD generally do not receive adequate intervention to develop the necessary social and communication skills within the school environment (Department of Elementary and Secondary Education, 2004). Attention to these issues is essential to the developmental and educational advancement of this group of student (Bryson, Rogers, & Fombonne, 2003). For this reason, many psychologists and special education experts have argued for the need for inclusion of ASD students in the normal academic setting to the greatest possible extent to encourage the development of social and communication skills (Bryson, Rogers, & Fombonne, 2003). The most popular educational theory designed to meet the needs of children with ASD has its roots in Behaviourist Theory (Howard, Sparkman, Cohen, Green & Stanislaw, 2005). According to this theory, behavioural responses characterize and explain the spectrum of acquisition, modification and extinction of human activities. In this context ASD may be viewed as the failure to acquire or learn necessary social and communication behaviours and responses required to establish successful interpersonal relationships (Butcher, Mineka, & Hooley, 2004, p. 82). The interventionist approach consistent with this theoretical explanation of ASD involves behavioural modification strategies designed to teach and reinforce new, learned behaviours to address the deficits associated with ASD (Howard, Sparkman, Cohen, Green & Stanislaw, 2005). Another important behaviourist approach involves applied behaviour analysis and discrete trial training (ABA/DTT) (Siegel, 2003). In this approach, the process of learning is divided into small incremental steps with feedback designed to elicit the desired behaviour. Many psychologists and leaders in special education of children with ASD feel that this approach is very useful in educating children with ASD as these children can become overloaded with sensory input (Nation, Clarke, Marshall & Durand, 2004). Redesigning curriculum into discrete incremental modules or segments may facilitate the sensory intake in the child with ASD (Yell, Katsiyannis, Dragsow & Herbst, 2003). The stated purpose of this research proposal is to identify current educational strategies for children with ASD, with an emphasis on approaches favoured by Australian and Saudi educators, and to explore ways in which these curriculum approaches may be integrated into the classroom experience for children with ASD. By preparing this portfolio, I will better understand the specialized educational needs of children with ASD and the types of educational approaches and curricula that are best suited to address their academic needs. This will be extremely useful in planning curricula to be implemented in the classroom. Part II. Literature review A. Teaching Methodologies Designed to Address the special needs of children with ASD ASD represents a spectrum of disorders held in common by an overriding deficit in communication skills that affect the ability to engage in interpersonal relationships (Hunt, Soto, Maier & Doering, 2003). There are many variations in manifestation of this disorder as well as varying degrees of severity that may require different teaching methodologies. In addition to difficulties in verbalization and social skills, many children with ASD display repetitive behaviours such as rocking or spinning which can be very distracting and disruptive in a classroom situation (Hunt, Soto, Maier & Doering, 2003). Moreover, displays of physical aggression may accompany these symptoms in some children. To address these complex and multifaceted needs, a diverse array of educational approaches has been developed and implemented successfully in the classroom (Volkmar et al, 2005). Most importantly, there are several recent research studies that suggest that early and consistent intervention may have a profound effect in reducing or even eliminating the symptoms of ASD in children with this disorder (Hunt, Soto, Maier & Doering, 2003). Communication and language skills Many children with ASD display difficulties in speaking and writing (Westerlund, 2003). Basic problems in communication affect every aspect of the learning experience which requires verbal understanding (Hunt, Soto, Maier & Doering, 2003). The primary goal in education is to establish a basis for communication and understanding that underscores all aspects of learning and may also impact other areas of behaviour and social interaction. There are many educational approaches that have been developed to address this primary issue in children with ASD (Siegel, 2003). Discrete Trial Training (DTT) DTT is a teaching methodology involving the repetition of small tasks that are ultimately combined to produce a larger scale learning outcome, has been incorporated into many educational approaches designed to meet the needs of children with ASD (Siegel, 2003). It is a fundamental component of Applied behaviour Analysis (ABA). ABA is a behavioural approach that rewards positive behaviours and is unresponsive to negative behaviours in an attempt to produce socially acceptable and appropriate behavior (Shevitz, Weinfeld, Jeweler & Barnes-Robinson, 2003). DTT is an integral component of this theoretical premise. The practice of DTT involves a simple request that is made by the teacher to perform a specific action. The request is designed to elicit a very specific response from the child. The teacher then reacts to the child’s response. This approach is used not only to correct inappropriate behaviours but also to teach basic life skills and learning activities in the classroom. This approach requires a one-on-one interaction with a teacher or therapist and requires many hours of reinforcement. For this reason, it may not be entirely suitable in the classroom but elements may be incorporated into basic teaching and explanations of task oriented activities (Shevitz, Weinfeld, Jeweler & Barnes-Robinson, 2003). This approach has been shown to produce positive results when applied consistently (Siegel, 2003). . Treatment and Education of Autistic and Related Communication of handicapped Children (TEACCH) In addition to the child’s environment, there are a number of instructional approaches that have been developed to address the needs of children with ASD (Rose, Dunlap, & Kincaid, 2003). A highly popular curriculum is the Treatment and Education of Autistic and Related Communication-handicapped Children Program (TEACCH). The TEACCH Program was developed by educators in the US in the 1970s at the University of North Carolina (TEACCH Staff, 2003) . This is a structured approach to teaching that considers the entire environmental context and its effects on children with ASD. The program is individualized to meet the needs of each child based on assessment provided by the Psycho Educational profile (PEP). The program does not involve a specific teaching methodology, but rather addresses the more generalized needs of communication-impaired children so that they may more fully participate in the classroom learning activities (TEACCH Staff, 2003). This program emphasizes the development of memory skills in children with ASD (Ozonoff, Dawson, & McPartland, 2002). There are four areas of the TEACCH Program, which include the structure of the classroom, explanation of type and amount of classwork, visual schedules of daily classroom activities, and visual/verbal instructions for each activity or lesson (Cumine et al., 1998). This structured educational approach has been termed “scaffolding” as it is designed to support the emotional, psychological and social needs of the child with ASD (Ozonoff, et al., 2002). Shevitz, Weinfeld, Jeweler, and Barnes-Robinson (2003) have emphasized the importance of utilizing a teaching approach that reinforces the cognitive strengths of the student to enhance self-esteem. For example, a child’s preoccupation can be translated into an area of study and accomplishment. A program called “Wing’s Mentor Program” was established to address the needs of Gifted/Learning Disabled students in 1989 (Shevitz et al., 2003). This mentoring program has been found to increase self-esteem and promote greater academic accomplishment in these types of children who are often non-traditional learners. In this program, each child is assigned a mentor who meets with the child one hour per week to review a study area for eight week intervals. At the end of each module, there is a presentation or sharing of study projects involving students and parents. This approach has been found to be exceptionally helpful to students with Asperger’s Syndrome (AS). According to (Simpson, 2003), both social and cognitive skills are developed in this context. Picture Exchange Communication Systems (PECS) PECS is designed to address the communication problems associated with ASD by providing an alternative pictorial mode of communication for children with limited verbalization capabilities (Shevitz, Weinfeld, Jeweler, & Barnes-Robinson, 2003). In this simple behaviourist approach, the child exchanges a picture for an item needed or to engage in a specific activity. One of the main advantages of this approach is that it allows a non-verbal child to initiate the process of communication and express needs and thoughts that may otherwise lead to frustration if unexpressed (Rose, Dunlap, & Kincaid, 2003). This simple methodology can be incorporated into early childhood and primary grade teaching approaches (Shevitz, Weinfeld, Jeweler, & Barnes-Robinson, 2003). Pivotal Response Treatment (PRT) PRT is a therapeutic approach highly favoured in the US that utilizes a generalized therapeutic strategy rather than targeting the individual symptoms of children with ASD (Rose, Dunlap, & Kincaid, 2003). General areas of focus include socialization, appropriate behaviours, and motivation. The approach is child—initiated and involves positive reinforcement and a reward system. It is used to teach language and in other academic areas as well as to address social and behavioural issues (Robertson, Chamberlain & Kasari, 2003). Floor Time Floor time is an educational model developed by a child psychiatrist as a form of play therapy (Robertson, Chamberlain & Kasari, 2003). The design is to promote a circle of interaction between child and adult that produces incremental advances in social and behavioural development. Six defined stages of emotional development are built into this ladder-like sequence of activities. It represents a wholistic approach to development that can be incorporated into the child’s classroom experience (Robertson, Chamberlain & Kasari, 2003). Social Stories Social Stories is an educational approach to teaching social skills to children with ASD (Shevitz, Weinfeld, Jeweler, & Barnes-Robinson, 2003). This therapeutic and educational tool is designed to address the underlying problems of communication in children with ASD that impair one’s ability to recognize or understand the feelings and emotions of others. Through the use of stories, the child is taught the types of responses, attitudes and reactions that define social interaction in a meaningful way (Roberts, 2004). The stories contain three types of sentences. They include descriptive sentences that describe a particular situation or event, perspective sentences that address the feelings and attitudes of people, and directive sentences that are designed to elicit a response from the child. The story format can be integrated into reading lessons and other areas of instruction in the educational curriculum (Shevitz, Weinfeld, Jeweler, & Barnes-Robinson, 2003). Sensory Integration Sensory integration was developed to address the impaired sensory functions that often occur in individuals with ASD (Schechter et al, 2008). Autistic children may either overreact to everyday noises or fail to respond appropriately to auditory sensory stimuli. They may also respond inappropriately to the sensation of touch. This behaviourist approach involves desensitization and can be incorporated into the classroom to facilitate the child’s adjustment to the sensory stimuli that are encountered in this setting (Schechter et al, 2008). Faciliated Communication (FC) Facilitated communication was developed in Australia in the 1970s to assist individuals with cerebral palsy (Roberts, 2004). FC involves the use of a facilitator who supports the individual’s hand to assist their use of a computer in order to communicate. Because it involves the use of a facilitator to achieve communication, it may not be entirely clear who is directing the communication. However, it can be a useful tool when a child with ASD is incapable of speech (Roberts, 2004). B. ASD Educational Resources in Australia Australia is a leader worldwide in providing educational resources to children with ASD (Roberts, 2004). In particular, AUTISM Spectrum Australia (Aspect), founded in 1966, provides services and educational resources designed to meet the diverse educational, developmental and social needs of children with ASD. Among its educational programs are early intervention classes, specialized schools satellite classes and educational support services available to children and their families. An important focus of Aspect is the involvement in mainstreaming children with ASD into public schools. This is an evidence-based educational program that stresses the development of communication skills, social skills in the context of educational programs (Roberts, 2004). The TEACCH Program is a very important component of ASD educational curricula in Australia (TEACCH Staff, 2003). This pervasive educational programme is designed to address the multi-faceted needs of children with ASD in order to ensure their developmental progress and to facilitate their inclusion into mainstream educational programmes in Australia. Building Blocks is an early childhood educational program in Australia designed to meet the educational, developmental and social needs of children with ASD (Cumine, Leach & Stevenson, 2002).. There are home-based programs designed to assist parents in the building developmental and social skills in their children and school or centre-based programs designed specifically for the developmental, social and educational enrichment of very young children with ASD (0 to 6 years). The centre based approach includes two components: the child component and the parent component. In the Child Component. small groups of no more than six children meet on a daily basis and engage in 4 activity modules that include indoor play, outdoor play circle time and snack time. Primary emphasis is placed on the development of both fine and gross motor skills, functional communication and language development, and the development of pre-academic skills. These areas incorporate play and imitation skills, social and emotional recognition skills, self-regulation and independent living skills. Additional emphasis is given to the transition of learned skills to different environments and the preparation for transition to public school. C. ASD Educational resources in Saudi Arabia The Saudi Autistic Society estimates that 6/1000 babies born each year in the Kingdom are afflicted with ASD (Alrosan and Alkylany, 2007). Nevertheless, there are few government centers that address the needs of this group of children. There are programs currently in place at major universities in Saudi Arabia to raise awareness of this important issue and the need for more programs to provide early intervention and educational resources for children with ASD (The Economic Bureau, Kingdom of Saudi Arabia , 2000). A research survey distributed to parents of autistic children in Saudi Arabia identified appropriate behaviour and improved skills as the most important areas requiring intervention and therapeutic educational curricula (Alrosan and Alkylany, 2007). The responses were consistent with results obtained from many countries that special needs education to address these issues is of utmost importance to meet the needs of children with ASD. The Special Care centre in Riyadh encompasses many of the same educational and interventionist principles that are important in Australian special needs education programs for children with ASD (The Economic Bureau, Kingdom of Saudi Arabia , 2000) . The education centre stresses an educational environment suitable to meet the self-expression needs of this group of children. Individualised educational planning is utilized to address the specific functional needs of each student. Clinical evaluations, family guidance and specialized diagnostic testing represent an important part of the program. The ultimate goal of the centre is to prepare children with ASD for inclusion in the normal public school system. The specialized curriculum includes motor skills training, communication exercises, social intervention academic, recreational and vocational studies designed to identify specific skills and abilities in children with ASD. Social integration and independence are primary goals of the educational programme, which also emphasizes parental involvement (Alrosan and Alkylany, 2007). Part III. Purpose and value of portfolio A. Available teaching resources Classroom design and environment: designed to meet needs of children with ASD. It is essential that curriculum education designed to meet the needs of children with ASD incorporate primary theories of education and psychology into specific educational and curriculum strategies to be implemented in the classroom. Many children with ASD have normal or above normal IQ scores, but require adaptations in teaching approaches in order to maximize the cognitive and intellectual development of this group of students (Robertson, Chamberlain & Kasari, 2003). One of the most important educational parameters to be considered in the strategic approach to the inclusion of ASD children in the normal classroom setting is the effect of the social environment and its potential to interfere with learning and exacerbate the sensorial sensitivities of these children. In this context, large, noisy classrooms with little structure may be very overwhelming for the ASD child and may prevent the occurrence of a positive learning or social experience. It is difficult to reconcile the need for inclusion of children with ASD into the regular classroom with the sensory and behavioural needs of many of these children which cannot be met in the usual classroom setting. Although mainstreaming is a worthwhile goal for children with ASD, it must be approached carefully and on an individual basis. It seems that it should be necessary to prepare children with ASD extensively prior to mainstream immersion. The child’s needs must be evaluated and the child must be gradually introduced to the varied environmental components of the general classroom. In addition, some accommodation must be made to include ASD children in the mainstream classroom. Class size should be small, the daily activities structured and transitions carefully employed. Only in this way can a successful inclusion process occur. Tools for strengthening social interaction, behavioural norms The educational curriculum should also address the social needs of children with ASD (Robertson, Chamberlain & Kasari, 2003). The failure to address issues of social learning may have a profound, negative impact on the entire educational outcome for this group of children. O’Connor & Klein (2004) have termed this aspect of educational focus in addressing the needs of children with ASD “the hidden curriculum”. This hidden curriculum must address the social needs of children with ASD as they relate to interpersonal socialization, appropriate social behaviours, and responses to social cues and non-verbal associations. Among the suggested interventions are direct instruction, acting dramatizations, social stories and activities that build self-esteem (Nation, Clarke, Wright & Williams, 2006). Myles et al (2003) specifically addressed the needs of middle school age children with ASD and coping strategies designed to deal with the social stresses of this age group. It is also important for the teacher to remember that students with ASD often have difficulties in generalizing leaning to new settings and experiences; therefore, these extrapolations of learned experience must be directly incorporated into the teaching curriculum (Mirenda, 2003). These authors recommend the use of “scope and sequence” approaches to the generalization and applications of learned behaviours. The first component of this teaching strategy involves lessons on the basic social principle or behaviour a in the form of specific rules. This is then followed by sequences of application and extrapolation to define the scope of interactions defined by a specific behaviour. The goal is to educate the child with ASD in proper social behaviour as part of a behavioural modification exercise which is defined concretely in form as well as application (Mirenda, 2003). The “scope and sequence” approach is also important in academic instructions, such that the precise sequence of behaviours required to complete an exercise or class project must be provided and applied to the scope of learning experiences encountered by the student in the classroom setting (Losh & Capps, 2003). The IDEA Act explicitly states that children with disabilities must be placed in the least restrictive environment compatible with the child’s level of function (Lanter & Watson, 2008). In this context, it is essential to develop educational curricula that address the unique spectrum of needs in children with ASD in an academic setting that does not exclude this group of children from social and educational experiences available to their peers. Kluth (2003) has eloquently stated, "Inclusion is more than a set of strategies or practices, it is an educational orientation that embraces differences and values the uniqueness that each learner brings to the classroom" (p.23-24). Lanter & Watson (2008) stress the importance of social context in the learning environment of children with ASD. The three areas that require focus, according to these authors, are academic, physical and interpersonal. These areas have been incorporated into The Academic, Physical and Interpersonal Inclusion Plan (API Inclusion Plan) (Strosnider, et al, 1997). This educational program is designed to aid teachers of children with ASD in curriculum planning, particularly in the context of the inclusive classroom. Kluth & Chandler-Olcott (2008). have also stressed the importance of the social environment in education, suggesting that the usual school environment may represent a catastrophic environment for the child with ASD. The social, sensory and behavioural difficulties that characterise ASD are difficult to incorporate into a mainstream classroom setting unless adjustments are made that provide a nurturing, comfortable environment for the child with ASD. In the absence of a supportive social environment, learning may be impossible for many children with ASD. In this context, the design of the learning environment is essential to the educational curriculum of children with ASD (Kluth, 2003). Excessive auditory stimulation may be controlled using earplugs or headsets dialed to soft, peaceful music. The importance of structure and routine as well as carefully guided transitions between activities are emphasised by Williams (2001). Adreon and Stella (2001) suggest the use of “transition-planning meetings” to address the child’s challenges in changing teachers, grades and/or schools at appropriate intervals. Tools for developing communication skills; non-verbal skills, narrative discourse skills Several approaches discussed earlier in the section on teaching methodologies may be very useful in the classroom. Specifically, PECS and Social Stories could be very easily integrated into a mainstream classroom setting while at the same time targeting the communication skills that must be nurtured in children with ASD. These tools could be assimilated as part of reading, story telling, play acting and word identification in the early grades. Another important approach that would be useful in developing communication skills involves the DTT approach to provide instructions and explanations that can aid the child with ASD in class activity participation, and could be easily integrated into the mainstream classroom. By using these approaches to early childhood and primary grade education, the teacher can accomplish the desired inclusion of children with ASD in the mainstream classroom in ways that are adaptable to classroom teaching while, at the same time, providing essential tools for the development of communication skills in children with ASD. Educational tools that emphasise visual skills Many of the tools that emphasise the development of communication skills in children with ASD also emphasise visual skills, which can be used very effectively in the mainstream educational setting, including PECS, Social Stories, and Building Blocks. Computerised lessons also emphasise visual skills ads a primary mechanism of learning and should be incorporated into the classroom setting (Kinney, Vedora & Stromer, 2003). All children can benefit from these visual approaches to learning and thus, this approach is consistent with the educational goals of inclusion for children with ASD. Once a child learns to read, much of the learning environment can be adapted to the visual learner. In fact, some of the teaching approaches used to instruct the deaf may be applied to a classroom environment that includes children with ASD. There are games and activities available that can be incorporated into reading and math curricula in the early grades (Iovannone, Dunlap, Huber & Kincaid, 2003). These are visually oriented activities that can be carried out independently, teach specific academic skills and incorporate feedback and short term results, consistent with DTT approaches. My research into the education of children with autism revealed that there are may websites that provide instructional resources for teachers and include activities and sample lesson plans that can be easily incorporated into educational curricula. These resources are invaluable to the teacher seeking to develop a comprehensive teaching plan amenable to the inclusion of autistic children into the mainstream classroom setting. B. Planned implementation of portfolio resources Incorporation of teaching resources and protocols into lesson plans and curriculum that addresses the learning needs of autistic children. Teachers who work with autistic children stress the importance of getting to know each child as an individual to learn his/her strengths and limitations which will guide individualised approaches to instruction (Hunt, Soto, Maier & Doering, 2003). General themes involve an awareness of the limitations to verbalization that may require a highly visual approach to instruction. Another important factor that must be judged on an individual basis is the behavioural component of the disorder. Children with significant behavioural issues or who engage in long periods of repetitive behaviours that interfere with classroom participation require intensive preparation before inclusion can be attempted. Behavioural modification approaches may be used to alter inappropriate behavioural patterns and should be administered in a separate special education setting where one-on-one intensive therapy may be implemented. Once a child with ASD is ready to enter the mainstream classroom, the teacher should apply the tools and methodologies to address the special needs of the child, keeping in mind the broad spectrum of clinical manifestations and individual capabilities that will affect the implementation strategy. My personal approach would involve incorporating the tools of DTT into the teaching approaches used for all classroom instructional activities. In addition, lesson plans would include a strong emphasis on visual learning approaches, which are most compatible with the learning styles of children with ASD. PECS and Stories would be an important part of the daily lesson plan. In addition, each lesson or activity would involve a short duration followed by a gradual transition to each new activity. The use of computerized software and games that stress visual learning skills would be incorporated into teaching methods. Strict attention would be paid to the classroom environment, with soft music or earplugs to aid in sensory adjustment that may be required to prevent sensory overloading in the autistic child. Socialisation skills would be stressed and incorporated into the daily classroom routine utilizing social stories and simple role playing to support the needs of these children. By incorporating these tools and methodologies into the usual academic programme, it may be possible to provide an inclusive environment suitable for a child with ASD, but also enriching for all children in the class. Integration of multi-faceted teaching approaches. Complementation is defined as the application of multiple teaching approaches to address the diverse educational needs of children with ASD (Howard, Sparkman, Cohen, Green & Stanislaw, 2005). Many of the curriculum approaches and tools for intervention can be incorporated simultaneously into the daily programme and lesson plans for children with ASD. In addition, some of these approaches can be adapted easily into classrooms to accommodate both ASD children and their normally functioning peers. Examples of combined approaches include the incorporation of Discrete Trial Training into many activities that require multiple steps and instruction. Role playing and stories can be adapted to address some of the underlying communications needs of ASD children and at the same time develop reading skills and vocabulary. Playtime built on developmental activities can be incorporated into classroom or recess time. The curriculum plans that I can develop to use in teaching children with ASD will incorporate many of these educational approaches in the context of daily lessons to be implemented in the classroom. The research areas I have reviewed have increased my understanding of the varied symptoms and severities of dysfunction that may occur in children with ASD and the importance of evaluating each child’s needs on an individual basis in order to develop a teaching plan that is most responsive to each child’s specific needs. I am also far more aware of the role of behaviourist approaches in teaching children with ASD as many of the tools and strategic approaches that have been developed are rooted in behaviourism. Conclusion Upon reflection, it is clear to me that in order to become an effective teacher of children with special needs, it is essential to be informed about the nature of the disability and its varying manifestations. ASD represents a spectrum of disorders with mild to severe clinical manifestations; therefore, it is essential to understand the spectrum of this complex set of disorders and also to be aware of the necessity of getting to know each child in your care as the unique presentation in the individual is the most important guide to determining the best approaches to impart intellectual and cognitive goals while, at the same time, strengthening the developmental capabilities toward a higher level of communication and interpersonal relationships that are the cornerstones of a happy and productive life. References Adreon, & Stella, . (2001).Asperger Syndrome and Adolescence. New York: Autism Asperger Publishing Company. 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