Implementing Inclusive Programs for Autism - Term Paper Example

Challenges faced when implementing inclusive programs for ASD Name: Course: Tutor: Date: Outline i. Thesis statement ii. Introduction iii. Challenges encountered when implementing the inclusive programs Communication challenges Behavioural challenges Social challenges Social challenges Challenges from the implementation methodology iv. Solution through evidence-based practices v. Inclusive approach to education of students with ASD-personal opinion vi. Conclusion vii. References Thesis statement International organizations such as UNICEF and Commonwealth have legislative mandates that have been ratified by member countries that require people with disabilities including children to be included in all human social life. This includes exposing children with special needs to education that is general to all and demonstrating progress in the same. This group of children with special needs constitutes students with autism spectrum disorders (ASD) as well. The number of children with ASD has been on the rise leading to their continued increase in enrolment in learning institutions. These students face a lot of challenging during their school learning period. The challenge shifts to the educators to determine the strategies that will help address the challenges faced by these special learners. The purpose of this paper is to address the challenges faced by educators when implementing inclusive programs for students with ASD. The further describes in detail how these challenges can be met through evidence-based practices. Students with ASD form part of the society and have to be attended in the same way the other members are attended. The evidence-based practices analysed herein demonstrate that the challenge is manageable provided it is given the necessary attention. The views I hold regarding the all-inclusive approach to education of the students with autism is described at the tail end of this paper. Introduction The range of abilities that can be identified in learning environments and institutions continues to grow immensely. There is increased level of accountability especially on the teachers to address new disorders that continue to develop in children and therefore are handled by teachers once they reach the school going age. Among these disorders is autism, which, is a term whose use and name has changed many times in the past few decades. Students with autism come from culturally and linguistically diverse backgrounds. Autism spectrum disorders (ASD) is a general term that applies to people who have symptoms ranging in severity. The disorders pose great challenges to both the learners and educators because of their diverse needs and sensory issues faced by students. The name spectrum originates from the variance in the range. Autism is included in the range and refers to a neurological complication that appears in children before they attain the age of three years. It has the effect of hindering proper development of the social and communication skills among children. Personal Development Disorder is another symptom under ASD and is sometimes referred to as atypical autism (AAEE 2008). These disorders have many similarities with autism in the sense some of its characteristics are manifested in autism. Rett Disorder affects the communication ability of children in their later stages of development though most of them might have started positively. It is a condition only associated with girls (CDC 2009). The other symptom similar to autism is Childhood Disintegrative Disorder. Its difference with autism is that it attacks children at a much younger age and poses the greatest threat to cause mental disabilities because its effects can result to the loss of great skills in a dramatic manner. Asperger syndrome is the most profound of all the symptoms of ASD. As opposed to other categories, it does not interfere with language development in children but rather with ability level of social interactions and obsessions (Boe & Cook 2006). While attending to students with ASD whether in the general classroom or a special education set up, the feeling is that these children must grow through the learning curriculum. Their lessons are unique and as the teachers implement the all-inclusive programs, they are faced with a myriad of challenges (A SLH A 2006). This paper discusses these challenges as well as the inclusion of all students with ASD and the effect of the evidence-based approach in imparting the required knowledge. Challenges encountered when implementing the inclusive programs Implementing an all-inclusive program for students with ASD is very challenging. This is because it comes with many hindrances that require teachers to develop strategies that enhance general and specific methods to incorporate these type students. These challenges come in various forms ranging from social, communication, behavioral, general teaching strategies, social inclusion challenges and the necessary academic modifications for effective learning. Communication challenges Implementing an all-inclusive program for students with ASD has several challenges that are associated with communication. Teaching is an exercise that calls for interaction between the learner and the educator. However, students with ASD have a problem of repeating what others say. Such children are said to be echolalic. Echolalia is a difficult issue to deal with especially to the beginners (Birkin 2008). The problem becomes hard to tackle once the affected child has a close relative or friend who is either older or who is always given responsibilities by adults. It interferes with the ability of the child to think on his or her own. Teachers therefore, have to ensure that the student with the symptom undergoes transformation to a level that he or she can do or say something independent of what others say. This is coupled with the fact that almost half of the children with ASD are nonverbal. In most cases, children with special needs are taught by normal educators. This therefore, means that teachers must get additional specialised training to meet the requirements in an all-inclusive program. The stated communication problems interfere with the normal functional language of the child. The result of this is that students will difficulties in engaging in reciprocal conversations. Questions and responses would a big issue to be dealt with by the teachers. The likely effect of this is that, they will resort to only participating in talks regarding their obsessions since they can easily com out. Teachers need to develop a way to handle hyperlexia in children that is mostly shown by students with autism (Campbell 2008). Some of them have a generally acceptable ability to read with a very poor ability to decode what is either read or said. They may also fail to understand what is written. This is a language and comprehension limitation. Behavioural challenges The tendency of students associated with ASD symptoms to get preoccupied with one activity is high. There are chances of these children getting involved in one thing for instance drawing certain objects without accepting to change (Cook 2009). These unusual obsessions and compulsions pose a great challenge to the teachers as changing them in manner friendly would result to withdrawal characteristics. Delivering a particular lesson by the teaching depends on the concentration levels of the learners. This is however, an issue because most children with ASD are hypersensitive to touch. Such unusual sensory experiences that are common to the children of school going age can destruct the concentration of others (McGee &Morrier 2005). Considering the fact that most of them are echolalic, there are high are high chances of the same actions being repeated by others? This is a definite challenge to the teachers, as they must make sure that the class is in order. Another challenge that closely relates to the communication problems is the repetitive use of objects. The lessons taught to children are different and in most cases, different tools and objects are used to facilitate the lesson. Some o these children could get obsessed and therefore prefer to use the tools where they are not applicable. The obsession with particular objects and actions could lead to injuries (Boe & Cook 2006). This is the most common challenge of all the challenges experienced when handling students with ASD. They could be hurt by the objects they are handling, others and sometimes they even bite themselves. Social challenges The teaching and learning environment entails social interaction because it is a social human activity. Children with ASD have problems in comprehending the social cues in addition to other nonverbal gestures from the other members of the class and sometimes even from the educators. This becomes a great challenge to the teacher in the process of implementing an all-inclusive program (Liptak 2009). The members of the same class just like the members within a learning institution have to coexist as a family. However, the teacher has to design a system to make sure that these students live harmoniously as much as they do not easily communicate with each other. The greatest challenge here is that, since there is a spectrum of the symptoms, these children have individual problems. This extends to levels where they find it difficult to share some of the materials used in class and to another degree, they do not exhibit the characteristics of patience (Mesibov & Shea 2010). They may at times want to be served at once, which poses great dilemma. It is expected that for every deficiency a child has, there is a natural compensation. This is not the case where children avoid eye contact with whomever they are talking to in the conversation. The study of human behaviour shows that having a direct eye contact is supposed a natural compensation for the visual input impairment. This action can easily degenerate into failure to establish social interaction mechanisms. They may lack the skills, ability, and eve the potential to develop friendship with others. In cases where the relationships are established they may find it difficult to maintain the social interactions. The teacher has the challenge of working on the eye contact to get attention. This is always challenged by natural factors such as the difficulties in regulating the visual input. Complete failure by the student to create an eye contact makes it difficult for the teacher whether the student understands (NPDC 2010). Another social challenge would be that the students find it easier to interests in objects as opposed to people. This could even their teachers. It becomes a big problem for the teacher to change this student but the society looks up to him or her to effect the change. Challenges from the implementation methodology The challenges discussed so far only relate to the general distinctiveness of students with ASD. However, other challenges in implementing the inclusive program are also brought by need to individualize the teaching of these children. This strategy requires that the teachers understand special needs of particular students in his or her class. This will help him or her to set out timely expectations. The overriding principle being that, students are not only expected to get the mandated education but are expected to grow through the education system. The challenge in this context is that, depending on the size of the class, knowing the individual needs o every student takes time while at the same attending to the students individually consumes time yet the schedule is controlled by people who do not implement the program (NRC 2001). Such individualised attention calls for the modification of teaching materials. This has to be done in several ways. The amendments include modeling and demonstration skills, and distribution of learning aids for instance objects that help in visual lessons. This process constitutes issuing of the learning aids that are used by individual students and those used in groups. Another challenge related to this is that not all this materials are provided to the teacher by the learning institution. The teacher is expected to draw curve, or use any other means to acquire them since they are a prerequisite for his or her lessons to be accomplished. It is definite that students with ASD require some of learning aid materials that are modified during their learning and playing time. This cuts across students of all the symptoms. Carrying out modifications to suit individual students remains one of the greatest challenges. It could easily be passed that, preparations for a lesson that has students with ASD is tedious and time consuming. The other dilemma comes from the strategy on ways of increasing motivation among children with ASD (Cook 2009). Solution through evidence-based practices Knowledge of the disorders relating to ASD has increased and as a result, practitioners, researchers, the governments, and parents agree that the best way to tackle the challenges faced in the implementation of the all-inclusive program is to embrace the evidence-based approach. Teachers are expected by all the stakeholders in the education fraternity to impart knowledge to all students irrespective of their ability, race, and gender (NACNP 2008). In fact, it is unlawful to show any form of discrimination. The traditional method of separating students to give them alternative settings or heaping them in the general classes without diagnosis is highly discouraged because it does not add value to the life the student. The appropriate way to educate these children is by practicing evidence-based teaching styles. Research on this method has proved that that it offers verifiable interventions on many occasions. Evidence-based practices for students with ASD advance a criterion that applies to naturalistic learning and behaviour analysis. This is in addition to communication, assistive technology that aids owing to the fact that the students have different shortcomings, and improving socialization ability. The practice also targets other areas that deal with language intervention practices that aim at improving the ability to develop language. It is clear language separates man from other animals hence it very essential to these students as much as they have particular deficiencies (Nehring 2007). Lessons that are all-inclusive and regular assessment to help in the application of data collection methods are other important elements addressed by the evidence-based approach towards handling the challenges that are faced during implementation process. In executing this process, the child must be trained on how to adapt to the learning environment within the shortest time possible. The effectiveness of this approach takes into account a number of interventions. First among them is that they apply a mechanism that ensures there is comprehensive behavioral treatment for young children. Children naturally behave differently. Furthermore, the students in question have varied special needs but have to be attended to by one teacher. The method also addresses joint intervention strategies precursor packages, and modeling. These types of interventions put the students at a level that makes them ready to help in preparations for next classes. They could make simple learning aids for upcoming lessons. Naturalistic learning and teaching strategies are applied under this program to cover areas that constitute management of time schedules, peer training packages, and self-management. In developing communication ability, story-based intervention packages are put to use (NACNP 2008). These areas are resourceful during the delivery of services to make sure that the students benefit from education as they strive to become relevant people. In the application of the knowledge-based resources mentioned above, the evidence-based practices that immensely contribute to improved outcome include antecedent-based interventions, separate test training, and peer mediated instructions and interventions. Including the peers in the learning process improves the ability for the same children to interact socially. The same practices are enhanced by differential reinforcement, extinction, and computer aided instructions. Achieving these calls for parental interventions that are practices implemented under this program. The basics of these practices appear at the beginning and consist of functional communication training and functional behaviour assessment. Considering the fact that there is no specified method of handling students with ASD, more practices under evidence-based approach that enhance the system include picture exchange communication systems, social skills and narratives, pivotal response training, and redirection. The content of these practices that include the concepts that are taught were developed after extensive research on how to teach students with ASD (NRC 2001). This makes the approach the best. Inclusive approach to education of students with ASD-personal opinion The rate at which students learn is determined by their individual strengths, ability, and weaknesses. It is therefore, difficult to pinpoint one system and make claim that it is the best method to impart knowledge in students. However, the special needs of students with autism and the need to incorporate them into the society; I do not support the inclusion method of teaching. The reasons I advance for taking this position are explained in the following paragraphs. The characteristics of students with autism appear at first when they are among others but find it difficult to interact freely. These students require more time and as such if put in a general class they slow down the rate at which the others are learning. They need individualised attention because of the varied spectrum of their symptoms. It becomes necessary to create a separate learning environment with specialised teachers to attend to them (Odom 2003). It would be appropriate to have the students in the same compound or institution to enable them interact with others to enhance their socialization development but classes must be different. Inclusion helps such students to grow socially as they will meet during playing time and any other outdoor activities. Teachers in such an environment will have to undergone special training to handle the students and enhance social skills leading to growth. Conclusion Students with ASD are entitled to education just like other normal children. However, their abilities are different and as such, the stakeholders ought to put in place measures to ensure that they get adequate knowledge that will make them resourceful. Socialization skills to students have been recommended to be very essential. The skills learned are beneficial to all the members within the classroom. Inclusion allows the normal students to understand and develop compassion towards those with ASD. Stigmatization is removed and in the process, they learn to help them through the cycle of learning. Those students with ASD are encouraged as feel part of the society. This is a positive gesture towards the growth of such pupils. Inclusion also requires that interaction be supervised by the teachers. This improves the learning abilities as they offer guidance t the students. They also encourage students with ASD to socialize with the rest that is one way to help students to grow. The whole learning process rotates around the teacher. His training, abilities, and the rate at which he will incorporate both the parents and other students are crucial to shaping the life of students with ASD. . It is clear that failure on the part of the teacher is a recipe to the collapse of the effort geared towards a nondiscriminatory policy. It is appreciated that the number of children with autism related conditions keeps increasing. This should be the reason behind the improved efforts to help address the challenges that come with their increase. References American Association for Employment in Education (2008). Executive summary: Educator supply and demand in the United States. Retrieved from http://www.aaee.org/cwt/ external/wc pages/resource American Speech-Language-Hearing Association (2006). Guidelines for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the lifespan. Retrieved from http://www.asha.org/policy Boe, E.E. & Cook, L.H. (2006). The chronic and increasing shortage of fully certified teachers in special education and general education. Exceptional Children, 72(4), 443-460. Birkin, C., Anderson, A., Seymour, F., Moore, D.W. (2008). A parent-focused early intervention program for autism: Who gets access? Journal of Intellectual and Developmental Disability, 32(2), 108-116. .Campbell, J.M., Herzinger, C.V., & James, C.L. (2008). Evidence-based therapies for autistic disorder and pervasive developmental disorders. In R.G. Steele, T.D. Elkin, & 6.M.C. Roberts (eds.), Handbook of evidence-based therapies for children and adolescents; Bridging science and practice (pp. 373-388). NY: Springer Science. .Center for Disease Control. (2009). Prevalence of autism spectrum disorders---Autism and Developmental Disabilities Monitoring Network, eleven sites, United States, 2006. In: Surveillance Summaries, December 18, 2009 / 58(SS10). 1-20. Retrieved from http://www.cdc.gov/mmwr/preview/mmwrhtml/ss5810a1.htm Cook, B.G., Tankersly, M., & Landrum, T.J. (2009). Determining evidence-based practices in special education. Exceptional Children, 75(3), 365-383. 52 Liptak, G.S., Benzoni, L. B., Mruzek, D.W., Nolan, K.W., Thingvoll, M.A., Wade, C.M., & Fryer, G.E. (2008). Disparities in diagnosis and access to health services for children with autism: Data from the National Survey of Children’s Health. Journal of Developmental and Behavioral Pediatrics, 29(3), 152-160. McGee, G.G. & Morrier, M.I.. (2005). Preparation of autism specialists. In F.R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders: Vol. 2. Assessment, Intervention and Policy (3rd ed., pp.1123-1160). New York: John Wiley & Sons. Mesibov, G.B. & Shea, V. (2010). The TEACCH program in the era of evidence-based practice. Journal of Autism and Developmental Disorders, 40, 570-579. National Autism Center’s National Standards Project. (2009). Evidence-based practice and autism in the schools. Retrieved from http://www.nationalautismcenter.org/affiliates National Professional Development Center on Autism Spectrum Disorders. (2010). Evidence-based practices. Retrieved from http://autismpdc.fpg.unc.edu/content/briefs National Research Council. (2001). Educating children with autism (C. Lord & J.P. McGee, Eds.). Committee on Educational Interventions for Children with Autism. Washington, DC: National Academy Press. Nehring, W.M. (2007). Cultural considerations for children with intellectual and developmental disabilities. Journal of Pediatric Nursing, 22(2), 93-102. Odom, S.L., Brown, W.H., Frey, T., Karasu, N., Smith-Canter, L.L., & Strain, P.S. (2003). Evidence-based practices for young children with autism. Focus on Autism and Other Developmental Disabilities, 18(3), 166-175. Read More

Asperger syndrome is the most profound of all the symptoms of ASD. As opposed to other categories, it does not interfere with language development in children but rather with the ability level of social interactions and obsessions (Boe & Cook 2006). While attending to students with ASD whether in the general classroom or a special education setup, the feeling is that these children must grow through the learning curriculum. Their lessons are unique and as the teachers implement the all-inclusive programs, they are faced with a myriad of challenges (A SLH A 2006).

This paper discusses these challenges as well as the inclusion of all students with ASD and the effect of the evidence-based approach in imparting the required knowledge. Challenges encountered when implementing inclusive programs Implementing an all-inclusive program for students with ASD is very challenging. This is because it comes with many hindrances that require teachers to develop strategies that enhance general and specific methods to incorporate these types of students. These challenges come in various forms ranging from social, communication, behavioral, and general teaching strategies, social inclusion challenges, and the necessary academic modifications for effective learning.

Communication challenges Implementing an all-inclusive program for students with ASD have several challenges that are associated with the communication. Teaching is an exercise that calls for interaction between the learner and the educator. However, students with ASD have a problem with repeating what others say. Such children are said to be echolalic. Echolalia is a difficult issue to deal with, especially for beginners (Birkin 2008). The problem becomes hard to tackle once the affected child has a close relative or friend who is either older or who is always given responsibilities by adults.

It interferes with the ability of the child to think on his or her own. Teachers, therefore, have to ensure that the student with the symptom undergoes transformation to a level that he or she can do or say something independent of what others say. This is coupled with the fact that almost half of the children with ASD are nonverbal. In most cases, children with special needs are taught by normal educators. This, therefore, means that teachers must get additional specialized training to meet the requirements of an all-inclusive program.

The stated communication problems interfere with the normal functional language of the child. The result of this is that students will have difficulties engaging in reciprocal conversations. Questions and responses would a big issue to be dealt with by the teachers. The likely effect of this is that they will resort to only participating in talks regarding their obsessions since they can easily come out. Teachers need to develop a way to handle hyperlexia in children which is mostly shown by students with autism (Campbell 2008).

Some of them have a generally acceptable ability to read with a very poor ability to decode what is either read or said. They may also fail to understand what is written. This is a language and comprehension limitation. Behavioral challenges The tendency of students associated with ASD symptoms to get preoccupied with one activity is high. There are chances of these children getting involved in one thing for instance drawing certain objects without accepting change (Cook 2009). These unusual obsessions and compulsions pose a great challenge to the teachers as changing them in a manner friendly would result in withdrawal characteristics.

Delivering a particular lesson by the teaching depends on the concentration levels of the learners. This is, however, an issue because most children with ASD are hypersensitive to touch. Such unusual sensory experiences that are common to children of school-going age can destruct the concentration of others (McGee &Morrier 2005). Considering the fact that most of them are echolalic, there are high chances of the same actions being repeated by others.

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