Supporting Students with Autism in Inclusive ClassroomsSamantha Wong

Question

How Can We Support Students with Autism in an Inclusive Classroom?

Introduction/Preface

Growing up, I have had many encounters with students with special needs in regular classroom settings. In the past, they were often taken out of the room to do other activities from our regular subjects. I have had educators who do not critically address the students with special needs and often leave them alone to do their own thing. As a teacher candidate, walking into the elementary school setting once again shows me more supportive educators that create inclusive classrooms for students with special needs. A common special needs that I have seen since my own childhood was autism. I had little knowledge about autism but I felt that there are many difficulties that students with autism face and should be supported by educators. As a future educator, I felt that I need to know how I can support these students through strategies for creating a safe and inclusive environment in the regular classroom setting.

Why Autism?

Autism affects 1 in 68 children and 1 in 42 boys

Boys are approximately five times more likely than girls to have autism

No medical detection or cure has been found for autism

(Autism Speaks Canada, n.d.)

Methods of Research

Journal articles (to have background knowledge on the research and studies already conducted by other professionals)

Websites (to find strategies and support)

Interviews with professional educators (to know firsthand)

Autism

To be able to create an inclusive classroom supporting students with autism, we must know what autism is.

What is Autism?

Autism spectrum disorder (ASD) and autism are disorders of brain development

(Autism Speaks Canada, n.d.)

Can affect the normal function of the body

Characterised through difficulties in social interaction/relationships, verbal and non-verbal communication and repetitive behaviours

Dependant on routine

(Autism Canada Foundation, n.d.)

Types of Autism Spectrum Disorder

“Autism” is often used to describe students diagnosed with:

Autism

Asperger’s Syndrome

Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS)

(“Inclusion strategies,” n.d.)

TEDTalk: Wendy Chung – “Autism”

https://www.youtube.com/watch?v=wKlMcLTqRLs

What is Inclusive Education?

All students are welcome and are a part of the regular classroom setting

Students are supported to learn, contribute, and participate

(Inclusion BC, n.d.)

History of Inclusive Education

1950s: Education for children with developmental disabilities as a fundamental right

Parents responded to the government’s lack of responsibility

Schools were created in places like church basements and private homes

1955: In BC, parents created a provincial organisation, becoming BC Association for Community Living, and now, Inclusion BC

(Inclusion BC, n.d.)

Benefits of Inclusion

Inclusive classrooms are more effective for the development of students with special needs

the interactions with students without special needs allows for an increase in social, communication, and behavioural skills.

There are policies for creating inclusive classrooms in BC from the Ministry of Education

For more information on the Inclusive Education (K-12) policy in BC, click the link below:

http://www.inclusionbc.org/about-us/social-policy-positions/inclusive-education-k-12

UNICEF: “Inclusive Education and Children with Disabilities”

https://www.youtube.com/watch?v=rfWhQUz2J70

Implications

EA support may not be enough (possibly due to underfunding)

The educator’s stress and anxiety may be higher (more responsibilities are given to the educator in addition to the amount of students at hand)

Support!

Create awareness not only for educators, but for the students as well. As part of the classroom, the students also have the responsibility to create inclusiveness for their classmates.

Strategies

Demystification

Provide knowledge and guidance to all the students, explaining the students with special needs

Using Visuals

Use of picture symbols to communicate with students with autism

Individualised Education Plan (IEP)

School-Based Team Meetings

“Bucket Filling”

Students are encouraged to fill others’ buckets (doing something good for others) in order to promote a safe and supporting environment

Resources

Picture symbols

Books

How Full is Your Bucket? For Kids by Mary Reckmeyer and Tom Rath

Reckmeyer, M., & Rath, T. (2009). How Full is Your Bucket? For Kids. Gallup Press.

Bucket Filling from A to Z by Carol McCloud and Caryn Butzka

McCloud, C., & Butzka, C. (2013). Bucket Filling from A to Z: The Key to Being Happy. Northville, MI: Ferne Press.

A to Z Character Education for the Classroom by Sherry L. Hoffman

Hoffman, S. (2013). A to Z Character Education for the Classroom. Northville, MI: Ferne Press.

Reference List

Autism Canada Foundation (n.d.). Retrieved February 2, 2015, from http://autismcanada.org/

Autism Speaks Canada. (n.d.). Retrieved February 2, 2015, from http://www.autismspeaks.ca/

Hoffman, S. (2013). A to Z Character Education for the Classroom. Northville, MI: Ferne Press.

Inclusion BC. (n.d.). Retrieved January 2, 2015, from http://www.inclusionbc.org/

Inclusive Education and Children with Disabilities | UNICEF. (2013). Retrieved February 10, 2015, from https://www.youtube.com/watch?v=rfWhQUz2J70

Inclusion strategies for students with autism spectrum disorders. (n.d.). Retrieved February 2, 2015, from http://www.learnnc.org/lp/editions/every-learner/6692

Katz, J., Mirenda, P., & Auerbach, S. (2002). Instructional Strategies and Educational Outcomes for Students with Developmental Disabilities in Inclusive "Multiple Intelligences" and Typical Inclusive Classrooms. Research and Practice for Persons with Severe Disabilities, 27(4), 227-238.

Katz, J., & Mirenda, P. (2002). Including students with developmental disabilities in general education classrooms: Educational benefits. International Journal of Special Education, 17(2), 14-24.

Katz, J., & Mirenda, P. (2002). Including students with developmental disabilities in general education classrooms: Social benefits. International Journal of Special Education, 17(2), 25-35.

McCloud, C., & Butzka, C. (2013). Bucket Filling from A to Z: The Key to Being Happy. Northville, MI: Ferne Press.

Wendy Chung: Autism - what we know (and what we don't know yet). (n.d.). Retrieved February 4, 2015, from http://www.youtube.com/watch?v=wKlMcLTqRLs

Reckmeyer, M., & Rath, T. (2009). How Full is Your Bucket? For Kids. Gallup Press.