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STATEGIES FOR AN INCLUSIVE CLASSROOM FOR AUTISTIC STUDENTS

Kieandra Curry

Introduction

In order to effectively measure students’ success, we ought to examine how well students who have different abilities, those with autism included, are incorporated as full and appreciated members. Students with Autism Spectrum Disorder (ASD) have varying degrees of intellectual and physical disabilities. While some may have problems with social interaction, suffer from repetitive behaviors, and have issues with verbal and nonverbal communication (Autism Speaks, 2015). Others may suffer intellectual incapacities and have trouble with their attention and motor coordination. Still, some students diagnosed with ASD are more talented in math, visual ability, music, and art skills than others (Autism Speaks, 2015). With the knowledge that students with ASD are abled differently, teachers should facilitate successful inclusion of such students in inclusive classrooms.

Materials / Methods

Data for this study was mainly collected through qualitative methods. Data was gathered interviewing exemplary teachers face-to-face and reviewing literature on various studies which have conducted related researched. A semi-structured interview protocol was used, meaning that I did not follow a formalized list of questions, rather I asked more open-ended questions to allow for discussion. One important criteria used to select participants is that they had to be qualified and experienced teachers (teaching children with ASD) and the literature reviewed had to be not more than 5 years since publication. Analysis of data was done through coding and transcription.

Conclusions

Teachers need to expand their teaching strategies in order to accommodate and meet the needs of students with autistic spectrum disorders. Educators also need to expand their knowledge on how these strategies can be personalized to meet the needs of individual students. One good suggestion is that teachers can take the initiative of getting to know the student better and then look for the strategies they can implement to help the learner depending on his or her needs. In doing this, teachers can use trial and error method to determine what works best for a particular student if it is not immediately clear. It is vital that educators recognize the strategies which can be incorporated in the learning environment and which are focused on all aspects and levels of ASD student development including behavioral, social, and academic. When each of these elements are considered and established within a learning institution, then educators are in a better position to overcome difficulties and work efficiently with students with autism spectrum disorder. Other stakeholders such as the school administrations, parents, autism specialists, and consultants should work together with teachers in putting together a system that supports students with autism spectrum disorder to learn effectively.

Study Results

The study discovered that various resources and strategies can be used by teachers to provide an inclusive learning environment for autistic students. Use of technology and TEACCH (Treatment and Education of Autistic and Related Communication-Handicapped Children)bins are the two most effective strategies which can be applied in the classroom. The study shows that using these strategies will help ASD students become more independent, strengthen learning concepts, and gain impressive learning skills.

Relevant Literature

Autism Speaks. (2015). What is autism? Retrieved from http://www.autismspeaks.org/what-autism

Lindsay, S., Proulx, M., Thomson, N., & Scott, H. (2013). Educators’ challenges of

including children with autism spectrum disorder in mainstream classrooms.

International Journal of Disability, Development and Education, 60(4), 347-362.

Decristofaro, A. (2016). Students with Autism in Inclusive Classrooms. Toronto, Canada: University of Toronto.

Acknowledgement

First and foremost, I would like to give my appreciation to my family who have been there for me throughout this research. Without your words of encouragement, I would not have made it this far. I would also like to express my sincere gratitude to my supervisor who has been there to give the much needed academic advise whenever I needed it. Finally, I thank my peers for their valuable input through peer reviews. Their views made this paper a great one.