Who would be able to complete this in a timely manner?

This research has brought together all the children in the learning environment; those with typical development and those with ASD in order to compare their difficulties in the learning environment. It focuses on why children with autism have comprehension difficulties and what can be possibly done in order to have them learn like normal children. The aim is to have all learner sin a classroom to understand the content that the teacher is teaching. The solution offered is that the federal government and the state government should all come together in the creation of intervention programs. It is also the role of parents and teachers to come up with clear identification of the challenges their children are facing so that they can appropriately be handled.

Costely, D., Clark, T., & Bruck, S. (2014). The Autism Spectrum Disorder Evaluative Education Model; A School-Based Method of Assessing and Selecting Interventions for Classroom Use. SAGE Open.

According to this study, it is very important that educational programs as well as interventions to be included in the normal development of curriculum. Autism has been a concern in the recent research and a big need to address how the learners with Autism Spectrum Disorder will be enabled to learn successfully. Since they have comprehension challenges, there should be ways that can help improve their comprehension and understanding of the read content (Costely, Clark, & Bruck, 2014). This is the only way they can reach their education goals. In some countries such as Australia, there is an establishment of Evidence-informed curriculum that is constantly updated and reviewed to meet the different demands of learners.

Educational intervention programs should be given a big concern because they help in supporting education. This study makes use of a workflow model aimed at delivering a systematic method of trying to identify, evaluate, implement and disseminate research findings on any program that can be used to support intervention.

Cavanaugh, C. M. (2015). Teachers Perceptions of Interventions for Children with Autism in a School Setting. The College at Brockport: State University of New York.

This study looks at the population ratio of children with autism to that of the typically developing children and to evaluate what intervention programs can be used in helping these children teach normal learning objectives. According to this study, public schools are faced with this problem more than private schools (Cavanaugh, 2015). This calls for the district school budgets to be considerably considered in order to cater to the needs of children with autism. Because children with autism face challenges that are physical, social and even emotional, the intervention education should focus on improving all these aspects. The research uses case studies and observation method in collecting data that was used in making the conclusion.

Dugger, C. E. (2013). The Effects of Early Intervention on Children with Autism Spectrum Disorders. Southern Illinois University Carbondale.

This study concentrates on autism spectrum disorders and how early identification is very advantageous because it helps the education stakeholders to come up with intervention education programs so that they can help the children learn successfully (Dugger, 2013). According to this study, identification of autism will be done by parents and teachers. The study uses case studies, observations, and interviews in order to come up with data to be used in this study. The various intervention methods are given that can be used in intervening with autism in the school.

Area of focus

This study will look at the challenges that learners with autism face and come up with intervention educational programs that can help them learn normally. The intervention education program will have to match with the disorder that the child is suffering from.

Research questions

The following will be the research questions that will guide the research;

i. What challenges do learners with autism face in learning institutions? This question will guide the researcher to dig up all the challenges children with autism face and what causes these problems.

ii. What intervention education programs can be used in order to help them cope with the learning challenges they are facing? This question will guide the researcher to come up with the various intervention models that can be used in order to match them with the problems and challenges that learners with autism face. This is because different intervention models match with given autism disorders hence faster comprehension rates.

iii. What role do parents and education stakeholders play in ensuring that intervention educational programs are incorporated in the teaching and learning process especially with children with autism disorders? This question will help the researcher to separate the roles of each stakeholder in the learning institution. This is also in order to help the education stakeholders take action in ensuring that they use intervention methods for children with challenges.

Intervention innovation

Learning should be aimed at achieving the education and knowledge by all the leaners. Learners have different needs in a learning environment and this is the reason why each of them should be treated with care. Teachers should be the first stakeholders to realize that certain learners need help in some areas because they have mental challenges. There are times when the parent may take long to understand the problem the child is facing while the teacher will easily know. Co-ordination between the parent and the teacher will enable them to identify whether the child has autism or any other disorder that can hinder them from learning.

After identification of the problem the child is going through, it is very important that the teachers try to know exactly which Autism disorder the child is facing from so that they can easily handle it. This is when the teachers will decide on which intervention model they can use on that specific child in helping him or she learn with ease (Hanbury, 2014). It is also very important to note that not a single intervention model can work on all learners with autism, but any model that fits the disorder the child has.

For instance, project-based programs can be applied to learners who have comprehension challenges. This is because they will be given more time to study the topic in question until they come to know it fully. While some models can work for some learners, other models may not make any sense and instead, they will increase the challenges. This is very important that research is first conducted to be sure the kind of autism the child is suffering from and which method can best fit that situation. This is the only way that teachers can help children with autism to learn like normal children and reach their learning objectives.

Data collection strategies

The research will need a lot of information in order to make a conclusion. After reviewing so many reviews on this topic, I realized that it is a very serious topic that needs deep concentration. The researcher will make use of three data collection strategies in order to gather enough information that could help in making a viable conclusion. This research needs the integration of quantitative and qualitative research in order to come up with the best conclusion that can be relied upon.

i. Case studies: This is the first method that will be employed in collecting data. The researcher will gather learners who have autism challenges and apply the intervention education model to their learning while others will not use the model. Both learner sample will have learners with autism so that they will be divided into two groups where one group will be the control group. The researcher will then determine whether the intervention education model used made any change in the learners or not. The results from the two will be compared in order to provide evidence of whether the intervention education model is working or not.

ii. The second method that will be used will be naturalistic observation which involves the presence of the researcher in the learning institution where learning is taking place. The researcher will have to experience the learning process of the learners to see what challenges the children with autism are facing and whether the teachers are using integrative teaching models. This method will help the researcher ensure that the children are surely having autism disorders because the teacher could have used a number of teaching methods and all of them have failed. Autism should not be confused with introverts because these are two totally different cases (Costely, Clark, & Bruck, 2014). The researcher will thus use observation methods to know whether the children are simply introverts or whether they are suffering from autism. Observation method will also need that the researcher to know whether the intervention models used are fit for the cases that learners are suffering from or whether they are irrelevant. Lastly, observation method will enable the researcher to see whether the interventional education models used have effects on the learning process of the learners or not before making the final conclusion or an offering opinion.

iii. The third method used will be interviewed. The interviews should cover both the teachers, parents and other educational stakeholders. This is to collect information on whether there is any difference in performance between typically developing children and those affected by autism. It will also cover the various trials that teachers have used in helping them understand the learned content and what the teachers used as intervention plans in order to enable the learners with autism to catch up with the rest of the class. All the responses given by different respondents will be compiled in order to be analyzed in making conclusions.

After collecting all information using the three research strategies, the information will need to be analyzed and interpreted in order to reach a final conclusion. It is important to note that during observations and interviews, audio tapes are used in order to provide evidence on the information to be given. During observation also, cameras are used in capturing whatever situations that are important and which can be referred to when giving evidence.

Outcome analysis

After collecting and analyzing the data from the field, it is clear that teachers are the first ones to identify the fact that a given learner has autism. This is because the teacher is the one who is teaching a child and bets understands the learning process of every learner. Early identification of autism disorders will be a big advantage to the learners with autism because the intervention will come early when they need it. This will also mean that the children will get a better foundation before time elapses so much.

Different learners with autism have different educational needs that need different approaches in order to be able to learn better. It is thus the responsibility of teachers to ensure that they evaluate what kind of autism disorder the learner is suffering from so that the best approach is given. For instance, there are those who have physical problems, some emotional and others social. Each of these cases will be handled using a different approach in order to help them with their education needs.

From the observation made, it is clear that most children who are affected by autism tend to recognize words easily but they find it hard to comprehend them. This means that they will not be able to learn better since they do not have the comprehension skills. In order for them to understand, the teacher needs to use other methods that can reinforce understanding and comprehension in the learners. This is also very important in ensuring that all the learners are well catered for. In a classroom, all the learners’ special needs have to be looked into and given a solution so that all of them move forward together.

In one way, it could be better if the teacher uses test method to know which method fits each learner. This is because some methods may not fit some learners (Miller, 2015). The best the teacher will do is to try each model on learners who have autism and come to a conclusion on which method can be used to make them comfortable with learning. It is possible that children with autism have a normal learning, but it is clear that they will need some extra time from the teacher than the normal children. However, this does not mean that the teacher should stop teaching the other learners and give the children with autism total concentration. It is upon the teacher to know how he or she divides time so that all the learners get the attention they require.

For instance, the use of project-based learning can help learners with challenges like autism to be able to understand a concept they have learned. This is because the teacher will allow them to work for longer periods on a single project until they are fully aware of it then they move to another one. Even if it will take them a longer time than the typically developing children, it is better that they will learn the concept at last. The teacher will need to teach two groups thus; the one that will be ahead and the other that will be lagging. Although it is a hard task, the teacher best knows how better to take care of them all.

However, it is very important that the teacher is careful not to overstay with the children with challenges and forget the rest of the learners because this too can be dangerous. As much as he applies a given model, he should be very sure not to affect the rest of the class or overuse it on learners that are normal. This is because he can cause a lot of confusion if he does so. Apart from the teacher, the parents and guardians are also responsible for the identification of the challenges that children can be going through. Parents stay with their children and they know whether they are doing well in school or not (Cavanaugh, 2015). Even in the home setting, parents can realize that children are not doing well when they are told to perform a given task. From the way the children respond, the parents can know if they are fine or whether they have any challenges.

Learning themes

The research was quite a success. One of the most important issues that need to be taken seriously is data collection. When the data collected in the right way, the whole research may go as planned. In this research, the methodology used in collecting data was very selective aimed at getting information on the current situation of the learners with autism. It also ensured that the learners are getting intervention in order to get along with their lessons.

From observation method, the researcher managed to see and experience a classroom with children who had autism. This was a very big experience to the researcher on what is written about intervention. From the way teaching was going on, it was clear that they were not getting any concept that was being taught. This is because while the typically developing children were answering questions by the teachers, children with autism found it very hard to understand and answer any question. As a result, they seemed out of the learning class.

When they were put in a group, they also had the least participation. They did not even talk when they were alone with the rest of the learners. However, when the teacher told them to read the words, the children did not have any difficulty with recognizing words. The problem was putting the words together to bring out the meaning in a sentence. Owing to the fact that a classroom is the mainstream of interaction and it plays a big role in helping children to cope well even in their lives, the teachers are aware that they need to put extra effort in making the children achieve this goal.

The research helped the researcher to be aware of other variables that were not known before. For instance, the teachers helped the researcher to divide the children into three sets each group having its own strengths and weaknesses. It is clear that learners belong to one of these three categories and this helps teachers in choosing a method of teaching each one of them in order to reach their education goals. For instance, there are children who are totally affected by many autism challenges, the second group has learners with partial impairment and they are hard to realize and the third ones are those that do not have any learning challenges and they can also communicate fluently. This is one of the unexpected outcomes.

Because the data collection was quite successful, analysis and interpretation was not a problem at all. All the information collected was compiled in one place and a comparison of the data done. This is because data were collected from three different institutions, each method applied in a different institution (Dugger, 2013). However, from the information collected and the way it was interpreted, it was clear that the problem is universal and the application of intervention education models was also universal depending on the needs of the learners’ needs. This is a sure way to show that the teachers have a universal training on how they handle learners with difficulties.

Action plan

The action plan is to involve all the stakeholders in the implementation of a change of leadership plan. Everyone needs to know the role he or she should play in order to make learning possible for children with autism. These are children with special needs and who need extra time in order to meet their education goals. The first people who should be concerned is the parents. The parents should be very careful about what their children behave and interact and try to see if their behaviors are matching with their ages.

The parents also or guardians should try to know if the education level of their children is matching with the ages of their children and if not, they should try to get the help of a therapist who can tell them if their children are suffering from any mental retardation. The earlier the problem is identified, the better. In fact, the intervention can be applied from an early age in making sure that the child learns and understands ideas and concepts from an early age. This can help give a better foundation that can help the child learn in the later years of their education. For instance, if the parents think that his or her child is not interacting enough with other children or adults, he or she may try to seek help in knowing whether the child is an introvert or whether the child has a mental disorder that can hinder them from learning better.

Next, the teachers also need to be completely informed about how to handle these children. For instance, they should be able to identify as soon as possible when they start teaching a new child. When a teacher has identified such a problem with these children, it is better than he or she communicates immediately about the problem so that a step can be taken to ensure that these children get help. In the least, the teacher should try to assume a child who has communication and interaction problems. This is because the child could be undergoing a mental disorder while the teacher assumes that it is a simple problem of being an introvert. Introverts do not have any problem learning and at times, they perform better than extroverts.

Even the government is a stakeholder who should contribute in one way or the other towards the improvement of the learning processes of children with autism. This is because they should understand that the curriculum has to fit into all learner needs and not only the typical children. Thus, there should be some extra time that is meant to cater for children with challenges. In addition, the government should offer some extra budget that is to cater for the increased budget of learners with autism and other disorders in public schools especially. If each of the stakeholders plays their role, it could be very easy for children with autism to get a better learning and they can also reach their education goals.

The use of technology will also prove very important in offering support to learners with autism and other mental disorders. For instance, they may not be able to make handwriting and thus, they can use a laptop or a tablet instead (Willis, 2015). If a tablet is used, so many challenges will be done away with and the child can better express themselves since they could also be free to write unlike when they are supposed to use their hands to write. They may simply be embarrassed on what to write or what their handwriting will look like. This alone may make them not to write.

These children should also be involved in making their supportive learning better. For instance, when there is any transition, they should be reminded and the teachers should not assume that they know. Whether the transition is simple or complicated, they should be informed so that they are alarmed that change is on the way. For instance, a teacher can give a copy of instructions and information that has been written on the board. This can help them to move with the other learners who are without challenges. They could also use a laptop or a tablet to do their school work instead of using their bare hands.

In addition, the teachers could try to find easier ways of enabling the children with autism to handle their assignments and other seeming complicated tasks such as navigating learning tasks, participating in assessments and even managing assignments. Instead, they can be allowed to take photos and pictures of the instructions instead of writing them down. This can help them form positive cognitive, academic and even social abilities to learn. These children should also get extra quiet space and support in completing their assessments and assignments especially on how they organize themselves among other things.

Conclusion

Overcoming barriers can be a better step in offering appropriate support to enable these learners to reach their educational goals. For instance, there should be enough funding, enough teaching and training opportunities and other specialist support in terms of time and resourcing. It should be noted that the children with autism have challenges that need to be treated as special in all manner. Training should not only be for the children with autism but for teachers also. Training teachers can help them offer better services to these special children because they will have the ability to understand them better. Other than the normal teacher training, there should be professional training on children with special needs in order to put teachers in a better position of teaching and handling these children.

The government and caretakers should not think that the teachers have professional training and thus leave everything to them. They should all participate fully towards the learning processes of their children. When teachers feel supported, they can work better and the children with autism can get to achieve their educational goals easily. The teachers should also use individually tailored strategies since each child may have a different need. There are those that are physically impaired, some socially impaired and others emotionally impaired. Thus, a single strategy will not be applicable to all these children. In addition, individual strategies can better cater to the needs of individual children. There is a big need for resources that are helping teachers to align learner needs with the model that can support their learning. In addition, it is better to note that these models should be applied both inside and outside the classroom. The outside environment will help these learners to be able to socialize and interact. Other than the educational stakeholders, there is also a need for a multidisciplinary team as well as health professionals who understand autism and mental disorders to come in so that they can help teachers on what model to use on which child.

The findings showed that often learners, one of them is affected by a mental illness and that 70% of the total population in public schools are mentally affected and need extra support in order to cope with their learning environments. This calls for the attention of the government that should come in to give enough budgets to cater for these children. Funding goes to resources; such that when there is enough funding, there will be enough resources and learning will be better for all learners whatever their cases are. However, it should be noted that children with autism can learn like other children but extra strategies should be applied in order to enable them to reach their goals.