Challenges Encountered during the Implementation of Inclusive Programs - Essay Example

Autism Spectrum Disorders Name Institution Introduction As a lifelong disability, autism tends to come along with symptoms that basically appear during the first three years of life. Autism Spectrum Disorders are considered to be neurobiologically based and include quite a range of disabilities which may affect perception, thought, as well as attention. The term spectrum in Autism Spectrum Disorders is an indication of a wide range of skills, symptoms and levels of impairment that children with Autism Spectrum Disorders can have. For instance, some children are severely impaired by the disorders while others are mildly impaired. Pervasive Developmental Disorders is another name for Autism Spectrum Disorders. There are five autism disorders under the Autism Spectrum Disorders. The five include Autistic Disorder, Asperger’s Syndrome, Pervasive Developmental Disorder-Not Otherwise Specified, Rett’s Syndrome, as well as Childhood Disintegrative Disorder. There are various causes of Autism Spectrum Disorders, however genetic and environmental factors play major roles in causing the autistic related illnesses. Signs and symptoms of Autism Spectrum Disorders range from communication difficulties and social impairment, to repetitive and stereotyped behaviors (Simpson, 2005). Based on Wendy Lawson’s statement, the paper seeks to discuss Autism Spectrum Disorders in relation to education. Specifically, the essay describes the challenges that are encountered during the implementation of inclusive programs for students with Autism Spectrum Disorders. In addition, the essay discusses how these challenges can be met through evidence-based practice. Apart from that, a recommendation with regards to an inclusive approach to education of students with autism will be provided. Challenges encountered during the implementation of inclusive programs People who suffer from Autism Spectrum Disorders can be easily recognized based on their incompetence in social interactions with other people. They always have poor communication skills in the sense that they speak inappropriate words, or they may speak rarely. When playing with others, it is common to find children with Autism Spectrum Disorders by themselves at a corner while others are actively playing. Therefore inclusive educational programs for students with Autism Spectrum Disorders are of great importance for the growth and development of these children (Lord & McGee, 2001). Suppose such students remain in a specialized educational setting which has less interactions, chances are that they will experience less or no social growth. Eventually, the children will end up growing into adults who have problems in the work environment due to lack of effective communication skills. Inclusive educational programs for students with Autism Spectrum Disorders are important for instilling in them various social skills, hence being positive on their growth. Although researchers have established the importance of inclusive educational programs for students with Autism Spectrum Disorders, there are a number of challenges faced when implementing the programs (Lord & McGee, 2001). One of the challenges is the fact that students with autism Spectrum Disorders require more attention from teachers as compared to other students in a regular classroom. Researchers have argued that despite the importance of inclusive programs for students with ASD, the classroom situation is a major challenge. This is a challenge because of the assorted sensory issues as well as needs that the students with ASD face. In this case, the teachers are forced to spend more than required time on these students so that they can understand a concept. This may seem quite unfair to the other students because students in a regular classroom should receive equal attention from their teachers. In addition, this is tiring to the teachers who take more time than expected on these students. This tends to create a situation where it is difficult for the teachers to cover the required curriculum with the group of students they serve (Iovannone, Dunlap, Hurber, & Kincaid, 2003). The second challenge that is faced in the implementation of inclusive educational programs for students with Autism Spectrum Disorders is the lack of proper knowledge and equipment among teachers in the regular classrooms. It is important for the student with Autism Spectrum Disorders to be taught by well trained special education teachers. This tends to make the understanding between the students and the teachers easier. When teachers in a regular classroom are presented with students with ASD to teach them, it becomes tricky for them to deliver. This is because they lack the required specialized knowledge and skills to attend to such students. With this challenge, the teachers end up failing to provide the environment required for the students with Autism Spectrum Disorders to become successful (Simpson, de Boer-Ott, & Smith-Myles, 2003). Another challenge is that students with Autism Spectrum Disorders need a highly structured educational program whose main focus is on the systematic presentation of materials, which lacks in most of the regular classrooms. Since students with Autism Spectrum Disorders have difficulties in communications, they tend to learn better through thorough presentation of learning materials. Due to the lack of this in regular schools, a situation whereby these students do not acquire better learning skills ends up being created. For instance, most of the regular schools lack the presentation materials based on various factors. One of them could be the materials are quite expensive for the schools to purchase. In addition, another factor could be the assumptions by the teachers that the presentation materials are not extremely important for the students. This factor is supported by the fact that these teachers lack the specialized training of teaching such students. This is indeed a great challenge in the implementation of inclusive programs for the students with ASD (Whitbread, 2007). Another challenge that hinders proper implementation of inclusive programs for students with Autism Spectrum Disorders is the nature of the regular schools that have large class sizes. This challenge creates the teacher student ratio that does not allow personalized attention. Researchers have found that students who have Autism Spectrum Disorders tend to learn in a small class size environment that allows more personalized attention from the teachers, which is not the case with regular schools. Such students tend to learn better in a small group of students because of the hardships they face with regards to attention for adult directed tasks as well as with following instructions. In addition, such students need small class size because there is need for behavioral supervision from their teachers. Therefore, it is clear that the nature of the regular schools especially with regards to the size of their classrooms is a stumbling block to the implementation of the inclusive programs for the students with Autism Spectrum Disorders (O’Brien & Daggert, 2006). The fact that students with Autism Spectrum Disorders fail to receive social support from the normal students is a great challenge to the implementation of the inclusive programs for the ASD students. Most of the normal students fail to understand those who are impaired especially the students with Autism Spectrum Disorders. Reports on the issue have established that in schools that have inclusive education programs for students with ASD, the normal students tend to sideline these students in most social and learning activities based on the fact that they fail to understand concepts faster. In such schools, it is a common scenario to find normal students playing actively in the fields while the students with ASD are nowhere in the game. N such cases, studies show that normal students tend to find it boring and time wasting to play with students who are not actively involved in playing. In addition, most of the normal students tend to study alone in their study groups without involving those suffering from Autism Spectrum Disorders (Iovannone, Dunlap, Hurber, & Kincaid, 2003). This is based on the fact that students with Autism Spectrum Disorders have poor capacity of understanding; hence the situation may be boring for the normal students to stress on a single concept as they study together. Apart from that, most of the normal students find it weird to associate with students with Autism Spectrum Disorders because of their condition. This then creates a situation in which the normal students laugh and belittle the students with Autism Spectrum Disorders whenever they pass by or attempt doing something. Reports indicate that this tends to demoralize the ill students making them stop attempting anything positive at school. This is because they end up literally feeling how different they are and abnormal as compared to the normal students. It is therefore clear that the discrimination students with Autism Spectrum Disorders face while at school is a challenge for the implementation of the inclusive programs for the students with ASD (Whitbread, 2007). Major criticism from various persons with regards to the inclusive programs for the students with Autism Spectrum Disorders is yet another challenge for the implementation of the inclusive programs for these students. Studies have established that a number of players including parents, educators, as well as administrators criticize full and partial inclusive educational programs for students with Autism Spectrum Disorders. This is a major challenge for the implementation of the inclusive programs because these are the people who are needed greatly to help in the implementation of the programs. Therefore without support from these individuals, the implementation process becomes a burden to the few who are implementing the programs (O’Brien & Daggert, 2006). The criticism of the inclusive programs for the students with ASD is mainly based on the fact that students with Autism Spectrum Disorders highly specialized attention from teachers, something which they lack in full provision by the regular schools. It is argued that the inclusive programs are criticized because this approach tends to ignore the fact that students with Autism Spectrum Disorders require a highly controlled learning environment, as well as thorough individualized instructions. For instance, it is with no doubt that the teachers in a normal or regular classroom teach a curriculum and fail to remediate instruction, which is to the lose of the ASD students. This is because, as discussed earlier, students with ASD have poor understanding capacity, hence for them to understand a concept, the instructor has to stress on the instructions of the concept (Lord & McGee, 2001). In addition, the criticism is based on the fact that students with Autism Spectrum Disorders fail to focus effectively in a classroom that has many active students, which is the case with the regular schools. For instance, parents to these students do not find the essence of paying fees for their children for the inclusive programs when their students will not benefit from the programs. In addition, educators including the regular teachers do not find this fair for paying more attention to specific students in a classroom with no extra pay for the service, hence the criticism of the programs. Based on this discussion, it is evident that the great criticism from involved parties is a major setback for the implementation of the inclusive programs for the students with Autism Spectrum Disorders (Simpson, 2005). How to address the challenges based on evidence-based practice Inclusive educational programs for the students with Autism Spectrum Disorders are a noble idea that should be taken into consideration in the education system. For the effective implementation of the inclusive programs, it is essential to address the above discussed challenges. There are a number of ways through which the above challenges can be addressed based on evidence-based practice. One of the manners through which these challenges can be addressed is by the provision of a variety of educational settings for students with Autism Spectrum Disorders within the schools systems. This is based on the fact that the Autism Spectrum Disorders have a heterogeneous nature. Some of the educational settings that need to be provided within school systems include wholly or partially integrated placements in regular classes as well as the inclusion of individualized consideration in the special educational classrooms. For instance, it is argued that students who suffer from Asperger’s Syndrome require an educational setting with distinctive peers where they can get a chance to learn and practice fundamental social-communication skills in both functional and relevant situations (Lord & McGee, 2001). Another way in which the above challenges can be addressed is by focusing on creating a better learning environment for the students with Autism Spectrum Disorder within a regular school. Research shows that students with ASD would learn better and effectively in an environment that has small groups of students. This is because their condition only allows them to pay attention in such an environment. In addition, it is in such an environment that they will receive individualized attention from the teachers, hence making them understand the learning concepts better. Therefore, it is important for regular schools to create and adopt better earning environments for these students. This can be done by splitting various classrooms in small sizes and recruiting more teachers to take care of these classes. This will indeed be instrumental in the implementation of the inclusive educational programs for the ASD students (Simpson, de Boer-Ott, & Smith-Myle, 2003). In addition, based on the condition of students with Autism Spectrum Disorders, it is vital to educate the normal students within the regular schools of how to handle the ill students. Basically, most normal students tend to segregate the ASD students socially and academically based on the fact that they have no or little knowledge about the ASD condition. It is clear that students with Autism Spectrum Disorders cannot explain their condition to the normal students within the regular schools so that they can be accepted. This is because they do not fully understand their own condition, and if they did, they possess poor communication skills hence it will be difficult for them to pass the information. Therefore, it is duty of the educators, as well as school administrators to come up with educative forums within the regular schools with regards to the Autism Spectrum Disorders for the normal students. In the forums, the normal students should not only be educated on the ASD condition, but they should also be taught how to handle students with Autism Spectrum Disorders. In addition, the students should also be encouraged to interact fully with the ASD students without segregating them from their social groups (Iovannone, Dunlap, Hurber, & Kincaid, 2003). For the criticism challenge, it is important for those criticizing the inclusive programs for ASD students to be brought to light with regards to the benefits of the programs to these students. Research indicates that students with Autism Spectrum learn better in an environment that has active students. This is based on the facts about the condition. It is argued that ASD students who are included in an active environment end up improving on their communication skills, as well as on the way they interact with others socially. In addition, studies indicate that these students end up improving on their understanding capacity. Therefore, it is important to encourage those who criticize the inclusive programs to support the implementation of the programs. This can be done through educative forums and examples of success stories (Whitbread, 2007). My position regarding an inclusive approach to education of students with autism With regards to knowledge on Autism Spectrum Disorders, it is important to embrace and fully implement inclusive educational programs for students with ASD. This is because, when these students are included in an active and normal environment, they tend to improve on their social wellbeing. For instance, they end up improving their communication skills as well as their understanding capacity of important concepts of education and life. In addition, with the inclusive approach, the ASD students end up achieving a sense of belonging among their peers and the society at large (Lord & McGee, 2001). Given that inclusive approach to educating students with Autism Spectrum Disorders is important and should be taken into consideration, there are various elements that schools should not ignore. One of the elements for an effective inclusive educational program is for the teachers to choose learning content that matters. For instance, it is important to engage these students in lessons that cover real world provide solving issues. Another element that may be helpful for the students is for the teachers to use a wide range of teaching materials. This will give the students a chance of learning better and understanding concepts at a faster rate. Another element that should not be ignored is that the teachers should use flexible groupings based on interests, goals, needs, and skills (Whitbread, 2007). Conclusion In conclusion, students with Autism Spectrum Disorders should not be ignored in the education system as well as in the society at large. This is because Autism Spectrum Disorders are neurobiologically based and include quite a range of disabilities which may affect perception, thought, as well as attention. For these students to improve on their understanding capacity and communication skills, it is of great essence to fully support and implement the inclusive educational programs for them. Reports indicate that some stakeholders in the education system are for the idea of fully implementing the inclusive programs for ASD students while others are opposed to the programs. For instance, there are a number of challenges faced in the implementation of the inclusive programs for these students. The above essay has discussed some of the challenges. One of the major challenges that have been discussed is the huge criticism of the inclusive programs from various persons. Another challenge is the fact that students with autism Spectrum Disorders require more attention from teachers as compared to other students in a regular classroom. There are a number of possible ways in which the challenges can be addressed, and the essay has elaborated a number of them. One of the manner in which the challenges can be met based on evidence-based practice is by focusing on creating a better learning environment for the students with Autism Spectrum Disorder within a regular school. This is because ASD students learn better in an environment that acknowledges the needs of the condition. Based on the information on Autism Spectrum Disorders, it is important to embrace and fully implement inclusive educational programs for students with ASD. This is because the programs are beneficial for the growth and development of the ASD students. References Iovannone, R., Dunlap, G., Hurber, H., & Kincaid. (2003). Effective educational practices for students. Focus on Autism and Other Developmental Disabilities , 150-165. Lord, C., & McGee, P. (2001). Educating Children with Autism. Washington DC: National Academy Press. O’Brien, M., & Daggert, J. (2006). Beyond the Autism Diagnosis: A professional’s guide to helping families. Baltimore: Brookes. Simpson, R. (2005). Autism Spectrum Disorders. Thousand Oaks, CA: Corwin Press. Simpson, R., de Boer-Ott, S., & Smith-Myles, B. (2003). Inclusion of learners with autism spectrum disorders in general education settings. Topics in Language Disorders, 23, (2), , 116-133. Whitbread, K. (2007). Inclusive Education and Autism. Retrieved March 18, 2014, from University of Connecticut: Retrieved on March 20, 2014 from Read More