Challenges of Learning Process for Students with Autism - Report Example

Proposal This proposal is focused on teacher’s attitude to with autism. On the basis of literature overview (15 sources referenced in the end of the paper) practical decisions on teacher’s attitude to students with autism and development of special teaching strategies are given. The proposal has the following points for discussion: A) Introduction B) General discussion: 1) Students with autism; 2) Teachers’ strategies for students with autism; 3) Practical decisions of teachers with regard to students with autism. C) Conclusion. Introduction A significance of the chosen topic can be explained by a necessity to fill in research gap in the studies directed on challenges of learning process for students with autism. There are many works directed on the study of special learning strategies, worked out for autistic students and there is almost no researches directed on the study of teacher’s role in the learning process of autistic students. This proposal makes an emphasis on the importance of teacher’s role in the learning process of autistic students and underlines the necessity of an individualistic approach and personal charisma of a teacher. At the same time, there is no a necessity to delimit normal students from students with autism. Their talents and creative potentials are equal. An emphasis on teacher’s positive and patient attitude to autistic students can be explained by a strong motivation occurrence in the learning process. Teacher’s positive attitude stimulates autistic students to work hard and keep pace with their group mates. Another strong point is that teacher’s attitude should be formed with regard to special teaching strategies though not turning into a ‘template teaching’. Therefore a combination of general teaching strategies with special teaching strategies; involvement of creative strategies in the learning process and an active communication of teacher and students are considered as the most appropriate techniques in teaching autistic students. Thus this proposal has the following goals: (1) to determine teachers’ attitudes toward students with autism, (2) to develop strategies for special teachers of autistic students. Students with autism Autism is a disorder in brain, which influences on learning abilities of a student. In accordance with definition provided by APA (2000), autism is characterized by disorders influencing on communicative and social abilities and behavior of a student. A degree of various behaviors in different spheres of activity differs among autistic individuals (Joshi, 2002). Teachers of autistic students should pay attention to development of communicative skills (Rao & Gagic, 2006). Teacher-student communication is often disturbed by social prejudices concerning autistic students. They are often treated by teachers as students with less creative potential, talents etc. In order to change teachers’ attitudes to students with autism, it is relevant to refer to the sources where special teaching strategies are discussed. Unfortunately, students with autism are often excluded from active participation in the learning process. An autistic student is usually instructed by the teacher in person (Yumaka, N. & and Akgulb, E., 2010). Though a personal instruction by a teacher may be more favorable for student’s understanding, it is even more destructive for his communication with other group of students. Thus it is possible to claim that there is a barrier between an autistic student and a teacher, as well as between an autistic student and his group mates (Carnahan, 2009). The development of teachers’ attitude towards students with autism should be developed not only in accordance with teaching strategies’ development, but also should be focused on personal attitude of every teacher to autistic student. As a rule, teachers in their approach to autistic students work in accordance with certain strategies and make students with autism to behave in compliance with certain stereotypes. Thus students’ engagement is restricted by primarily dictated behavioral templates (Skinner & Belmont, 1993). A teacher should be a mediator between the learning process and the process of socialization of an autistic student. In such a way, it is necessary to change the learning process so that autistic students were motivated by the teacher and had a possibility to express their thoughts with no pressure of their group mates (MacDuff, Krantz, & McClannahan, 1993). Teachers’ strategies for students with autism Fortunately, modern teachers with regard to the students with autism have shifted their accents from ‘template teaching’, which are described in special guides on autism etc to individualistic approaches. Such kind of approach may be justified because it is more efficient to make demands to their students with autism, taking into account their individualities, characters, behaviors etc (Biklen, 1990). This approach is focused more on personal attitude of teachers to autistic students than to peculiarities of the learning process. A model of active communication of teacher and student leads to successful learning, efficient teaching, enjoyable atmosphere during classes and many other positive results (National Research Council, 2001). A personal attitude of teachers to students may be revealed if a combination of academic activities with music accompaniment occurs (Wing, 1997). As a rule, music is chosen by teacher himself and this choice can reveal teacher’s attitude to his students: lively motifs prove positive attitude and sad melodies reveal negative or indifferent attitude of teachers to autistic students. Unfortunately, there is a stereotype that students with autism are unsociable and even teachers subconsciously may fear to communicate with them. In this case ‘books-and-music’ approach can guarantee success of the learning process (Tucker et al., 2002). In such a way, teachers begin to consider students with autism not as students with disabilities, but as talented and open individuals. Thus teachers focus their attention on student’s interests and strengths. The levels of academic engagement may increase if ‘books-and-music’ approach is involved not only during group instructions, but also during communication of a teacher and a student, homework etc (Greenwood, Horton, & Utley, 2002). In case students are actively involved in the learning process, they are motivated to catch up with their group mates thus proving their learning abilities and showing their talents. In spite of the importance of special strategies involved in the learning process of students with autism, personal attitude of a teacher to these students should be taken into account too. In case there is an emotional or communicative gap between a student with autism and his teacher, a learning process may be ceased (Klem & Connell, 2004). As well as teachers think about individualistic approach and its importance in teaching of every autistic student, the students have their own ‘individualistic approach’ to their teachers (McEachin, 1993). Autistic students are oppressed in their daily lives and they reckon their teachers among others. Consequently, a teacher has to prove his care and attentive attitude to every autistic student. Practical decisions of teachers with regard to students with autism In accordance with Kuwaiti special education teacher with Bachelor of Arts degree, students with autism should be treated with great attention and care in order to reach success in the learning process and increase their self-esteem (Carnahan, 2009). This woman considers teacher to be one of the most decisive persons in student’s learning process, because in the majority of families with autistic children there is no proper attention to this illness (Al-Shammari, 2006). Therefore she claims that there is a necessity to combine individualistic approach to every student with autism with a rework of a current curriculum. Moreover, this teacher denies generally accepted beliefs that students with autism are unsociable and have no communicative skills. Vice versa she claims that it is necessary to integrate people with autism into Kuwaiti society. Another teacher of students with autism underlines difficulties in the learning process of students with autism and a necessity of combination of various teaching strategies while teaching this group of students. Thus it is necessary to remember of “TEACCH” program which is developed for students with autism and is directed on their active engagement in the learning process (Schopler, E. & Olley, J.,1982). In order to deal with aggressive behaviors of autistic students, this teacher involves parents in the learning process and ‘neutralizes’ negative emotions of the students by usage of visual materials (pictures, symbols etc). Conclusion A learning process of students with autism is complicated by two main factors: lack of appropriate teaching strategies developed for these students and teacher’s attitude to these students as to disabled individuals. In order to reach success in teaching this group of students, teachers should take into account individual peculiarities of their characters, their mood, interests, talents etc. Unlike students with no disabilities, teachers should treat autistic students more attentively, patiently and carefully. Furthermore it is possible to facilitate learning process with combination of different teaching strategies, musical background, visual materials, parental involvement etc. Works cited 1. Al-Shammari, Z. (2006). Special Education Teachers Attitudes toward Autistic Students in the Autism School in the State of Kuwait: A Case Study. Journal of Instructional Psychology, 33 (3), 170+. 2. American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders, text revision (4th ed.). Washington, DC: American Psychiatric Association. 3. Biklen, D. (1990). Communication Unbound: Autism and Praxis. Harvard Educational Review, 60 (3), 291-314. 4. Carnahan, C. et al. (2009). Promoting Active Engagement in Small Group Learning Experiences for Students with Autism and Significant Learning Needs. Education & Treatment of Children, 32 (1), 37+. 5. Gargiulo, R. M. (2003). Special Education in Contemporary Society: An Introduction to Exceptionality. Belmont CA: WADSWORTH, Thomson Learning, Inc. 6. Gorman, C. (2007). The inclusion of autistic students in the general curriculum. University of Pittsburgh DAI-A, 68 (1), 151+. 7. Hallahan, D. P. & Kauffman, J. M. (2000). Exceptional learners: Introduction to special education. (8th ed.). Allyn and Bacon. 8. Heward, W. (2006). Exceptional children: An introduction to special education. (8th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. 9. Joshi et al. (2002). Advances in understanding causes of autism and effective interventions. Journal on developmental disabilities, 9(2), 12. 10. Kubina, R. M., Jr. & Wolfe, P. (2005). Potential applications of behavioral fluency for students with autism. Exceptionality, 13(1), 35-44. 11. Lord, C. & McGee, J.P. (Eds.) National Research Council (2001). Educating Children with Autism., Washington, DC: National Academy Press. 12. McEachin, J. et al. (1993). Long-term outcomes for children with autism who received early intensive behavioral treatment. American Journal on Mental Retardation, 97, 359-372. 13. Schopler, E. & Olley, J. (1982). Comprehensive Educational Services for autistic children, the TEACCH Model. Handbook of School Psychology, 65+. 14. Wing, L. (1997). The history of ideas on autism: legends, myths and reality. AUTISM: The International Journal of Research and Practice. 15. Yumaka, N. & and Akgulb, E. (2010). Investigating elementary school administrators’ and teachers’ perceptions on children with autism. Social and Behavioral Sciences 2 (2), 910-914. Read More