Inclusive Classroom and the use of Technology for Children

with Autism

1Slow29

2Hereditary

20

3Cannot Think

18

4No

Emotions

15

5Not

Independent

6

6Outcasts 5

7

8 123S

What are some stereotypes associated with special needs children?

1Lack of

eye contact

35

2No or little

speech

20

3Lack of

interaction

16

4Repetitive Behavior

15

5Aggressiv

e behavior

6

6Self-injurious behaviour 3

7Socially withdrawn 3

8WHITE 3 1

2

3S

List some traits of Autism

1It increases

motivation/engagement

36

2Communication

20

3Organization18

4Independence

15

5 6

6 3

123

DOUBLES

List ways that technology facilitates the education of children with autism

1A focus on

teaching all children

41

2Appropriate

accommodations and support

systems

28

3A welcoming

and safe environment

21

4Involveme

nt from families

7

5APPLES 6

6AVOCADOES 5

123

TRIPLES

What are some strategies to make an inclusive classroom work?

Carly’s experiencehttp://www.youtube.com/watch?v=KmDGvquzn2k

Autistic Disorder

DSM – IV Criteria:A. A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3):1) QUALITATIVE IMPAIRMENT IN SOCIAL INTERACTION, AS MANIFESTED BY AT LEAST TWO OF THE FOLLOWING:

(a) marked impairment in the use of multiple nonverbal behaviors, such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction

(b) failure to develop peer relationships appropriate to developmental level

(c) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest)

(d) lack of social or emotional reciprocity

2) QUALITATIVE IMPAIRMENTS IN COMMUNICATION, AS MANIFESTED BY AT LEAST ONE OF THE FOLLOWING:

(a) delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)

(b) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others

(c) stereotyped and repetitive use of language or idiosyncratic language

(d) lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

3) RESTRICTED, REPETITIVE, AND STEREOTYPED PATTERNS OF BEHAVIOR, INTERESTS, AND ACTIVITIES AS MANIFESTED BY AT LEAST ONE OF THE FOLLOWING:

(a) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus

(b) apparently inflexible adherence to specific, non-functional routines or rituals

(c) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting or complex whole-body movements)

(d) persistent preoccupation with parts of objects

B. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years:(1) social interaction,

(2) language as used in social communication, or

(3) symbolic or imaginative play.

C. The disturbance is not better accounted for by Rett’s disorder or childhood disintegrative disorder.

DID YOU KNOW...

1 in 91 children is diagnosed with Autism Spectrum Disorder

Autism is four times more prevalent in boys than girls (1 in 58 boys is diagnosed)

67 children are diagnosed per day

A new case is diagnosed almost every 20 minutes

More children will be diagnosed with autism this year than with AIDS, diabetes and cancer combined

Autism costs a family $60,000 a year on average

There is no medical cure for autism

An accurate diagnosis can usually be made before age three

Approximately 20% of autistic children exhibit normal development, followed by regression

Approximately 5% of children with autistic siblings develop autistic disorders themselves

Autism rates have escalated 782% in the last 12 years; a rate faster than any other disability or disease, including cancer.

The Autism Society of America (ASA) estimates the prevalence of autism could reach 4 million Americans in the next decade.

Incidence vs. Private Funding

Autism receives less than 5% of the research funding of many less prevalent childhood diseases

Leukemia: Affects 1 in 25,000 / Funding: $310 million

Muscular Dystrophy: Affects 1 in 20,000 / Funding: $175 million Pediatric AIDS: Affects 1 in 8,000 / Funding: $394 million

Juvenile Diabetes: Affects 1 in 500 / Funding: $130 million

Autism: Affects 1 in 150 / Funding: $15 million

Inclusion Definition:

Inclusion education means that all students in a school- regardless of their strengths, weaknesses, or disabilities in any area- become part of the school community. They are included in the feeling of belonging among other students, teachers, and support staff. Inclusion involves students’ attending the same schools as siblings and neighbors, being members in general education classrooms, having individualized and relevant learning objectives, and being provided with the support necessary to learn.

Inclusive education for Autistic children:

Regardless of the type of children’s disability, within an inclusive education in order for an integrated approach to work we need an inclusive model. Therefore, parents of ASD children and others argue that there is need for increased education support. (Lynch and Irvine, 2009)

Words from parents… Your child goes to school. So do kids on the spectrum. And guess what?

They all deserve that opportunity. "My son deserves the same opportunities for a good education as your child, even though you may think he gets too much attention from his teacher," says mom Cathy Hale, whose son is on the spectrum.

Having autism doesn't mean that kids can't hear. They can. And they feel a lot, too. So, watch what you say -- as you would with any child. "As the parent of a 7-year-old Aspergian, I wish that other parents would realize that he takes everything said very literally. He doesn't have the 'sarcasm meter' we all take for granted," says dad Geoff Eaton.

Look, just because they don't communicate as you do doesn't mean they aren't trying to fit in. It also doesn't mean that they don't understand what you say. "We may not be very good at social interactions, but we try. We don't want to offend or hurt anyone's feelings, but if you don't want to know the truth, please don't ask us," says Stephanie Mayberry, a mom of three kids with Aspergers Syndrome, who also has Aspergers herself.

Seven essential elements of inclusion that resulted in effective

inclusion (Lipsky and Gartner, 1997):

1) Visionary leadership

2) Collaboration

3) Support for staff and students

4) Effective parental involvement

5) Refocused use of assessment

6) Appropriate levels of funding

7) Curriculum adaptation and effective instructional practices

PROS

Benefits of inclusion for ASD Children

Inclusive settings lead to positive social and academic gains for children with various disabilities.

Research has demonstrated that students with autism in fully inclusive classroom are more engaged and interact more with their peers, give and receive social support at a higher level, have more friends, and have more developed IEP goals than autistic children in segregated schools. [1]

Social gains1. Peer social interactions occur at a higher rate than in

segregated classrooms or special schools

2. Children are usually better accepted by their non-disabled peers

3. Non-disabled children had positive experiences, were comfortable and felt more positive about having a student with a disability in their classroom

4. Inclusion provides positive relationships and enhanced personal growth in children with disabilities

5. Children with autism in inclusive classroom show fewer autistic behaviours and more normative behaviours then when in classes with other children with autism

Academic gains

1. Increased time spent working on in-class assignments

2. Achievement of positive outcomes in many classes

3. Better classroom work skills

CONS

Drawbacks of inclusion for ASD:Anxiety: The number of students, sights, sounds, smells, and other sensory or social stimulants can be frustrating and irritating for many students with ASD.

Training:• Teachers are not receiving the proper training to be able to be successful in helping

students with autism. • General education teachers and one-on-one assistants are usually untrained in specific

techniques to use to help students with ASD.• Inclusion often requires a one-on-one assistant to help the student with ASD, and this

can further separate and stigmatize the student.

Technology: Teachers are not receiving the proper training on the technology being introduced to help students with autism succeed in the classroom

Funding: Not all schools have the funding to properly support students with autism or to provide them with the best resources to help them succeed (ex. EA’s, technology, one-on –one support, etc.)• Extra cost for the district: buying new materials for each class with a student with ASD,

as opposed to one class with students with ASD, is more costly. One-on-one assistant salaries are also costly.

Social: Students with autism may be faced with bullying. This can increase social delays

Improvements: Students with autism may not improve in their education and/or social skills being integrated. Due to several factors, students may decline or stay static on their educational success (ex. Information provided too quickly, distractions, etc.)• The number of students, sights, sounds, smells, and other sensory or social stimulants

can be frustrating and irritating for many students with ASD.• Class material may be too advanced, move too quickly, or be presented in a format that

is too anxiety-provoking to be beneficial to the student with ASD.

Carly and Technology

http://www.youtube.com/watch?v=vNZVV4Ciccg

Technology in the Classroom

Research shows that children with autism often find computers and technology safe, motivating and engaging, particularly in the areas of social interaction and communication. Autistic children often struggle to communicate and learn effectively, but it seems that this technology can tap into their motivation and enable them to communicate in a way in which teachers simply can't get them to do in traditional classroom settings.

Utilize technology, such as television, CDs, and computers. Because autistic children usually respond better to visual cues than verbal or written instructions.

Some children find it easier to communicate by typing than by speaking or writing. Encourage use of the computer and keyboard to improve communication.

Improving Technical Skills:

In this modern world that constantly produces new and improved technological advances, the skills that come with technology are vital to future success.

Children need to learn skills like typing, research and communication via technological devices early. By learning the basic skills in school while they are young, students are able to improve their ability to keep up in this ever-changing world.

Increasing Motivation:

Books, paper and pen are often boring and make it challenging to motivate the students.

Bringing in a new gadget that has e-books or interesting learning tools helps draw in students and motivate them to try completing tasks because they are able to also try out the new device.

By motivating the students to learn the technology, teachers are also helping them learn vital skills like reading, arithmetic and sciences.

Helping Special Needs:

Technology used in the classroom can also help students who have special needs keep up with their peers.

A student who has problems hearing can use a tablet with a record to written feature that allows him or her to record the lecture as the teacher speaks and then see the written form of the lecture.

This helps him or her keep up with the activities in class. Technology is useful in a wide range of applications that helps students who have special needs of any type. Depending on the particular disability, students can apply advances in different measures.

Now, as Ontario deals with a growing number of autism diagnoses, education officials hope that this “golden key” in the form of a popular digital gadget will unlock the needs of many students. Figuring out how to connect with autistic students who are non-verbal is a huge challenge and many schools are now experimenting with technology to make that task easier.

Recommended Teaching Strategies for all students with and without

disabilities: Instructional practices: adapt and/or modify curricula to suit the

individual student, strategize to assist the generalisation of the curricula, and have assessment strategies that focus on the student’s own measure of progress (rather than making group comparison)

Student and Staff supports: Provide appropriate levels of support to students and staff. Such as; additional preparation time, access to resources, and skill development through professional development workshops and information dissemination.

Multidisciplinary, multisite collaboration: Cooperation/collaboration between teachers, educational assistants, school personnel (such as school psychologists, speech and language therapists, behavioural specialists, other community-based professionals, and parents).

Family involvement: An integral part of children’s educational success as it promotes consistency across all environments and assists in generalisation and maintenance of skills acquired at school