An Investigation Into the Help That Children With ASD Get From Special Schools - Dissertation Example

LECTURER Research Special schools and ASD: An investigation into the help and support that children with ASD get from Special Schools' Abstract This prospective investigation will illustrate what help and support children with ASD get from their teachers and the special schools that they are in. it will look into the benefits with regard to children attending special schools. The literature will also cover the various challenges that children with autism face in the special schools which included the environment that they settle in and the attention that they receive. The study will also seek to cover on inclusion and inclusive education and which is the better alternative when it comes to dealing with children with ASD in education. In addition to that the study will touch on the experiences that teachers have with children with autism. Interviews were carried out at in a Special School in Wolverhampton and the participants shed light upon the investigation topics. The findings of the interview provided relevant information that can be implemented in the special schools so as to handle children with autism better and it helped the teachers share on the strategies that they use at the special school so as to help the children improve with matters such as behaviour, communication and social interaction. Literature Review This investigation will study the different ways in which teachers in special schools help and support children with autism, learning and teaching methods in special schools, importance of inclusion as well as the challenges that children face in special schools, disadvantages of special schools and finally the experience that teachers have when dealing with children with autism. According to the Autism Science Foundation, Autism Spectrum Disorders (ASDs) is a disorder where a person’s brain is affected in that they are impaired in three areas; social, communication and behavioural impairment. What is inclusion? Inclusion refers to teaching children with special needs in terms of mental, physical, or emotional handicaps in regular classes with other children. Ferguson (1994, 1995) said that education is about membership and to learn membership one must be a member. Thus inclusion may also refer to access of a service by all individual regardless of their gender, disability or religion (Autism UK n.d.). Inclusion and ASD Inclusion is liked to ASD in the manner that, children who have been taken up into the inclusion plan undergo education therapy methods. Therapists use these strategies to teach children with autism ways to improve their social, communication and behavioral skills. The therapy methods linked to inclusion are: Applied Behaviour Analysis (ABA), where the teacher in the inclusion school observes the behaviour of a child and they conclude on what skills the child is missing. There after the teacher teaches the child on the skill missing and they also implement a reward scheme when the child makes positive change behaviour. ABA teaches children with autism skills such as speech, academics and life skills (Warber n.d.). The assumptions of ABA include; children with autism are prone to have repetitive behaviours, thus when they perform a task that is in accordance to what they are supposed to do, they should be rewarded for that. In addition to that, this kind of rewarding will enable them to know what is right and wrong thus it will develop their decision making and judgmental skills (AutismWeb n.d.). According to Green, Vanessa A et al (2006), an internet survey on treatments used by parents for their children with autism was conducted and 52% of parents stated that they were using one of the medication periods while 27% were using special diets and 43% were using vitamin supplements. ABA includes a special training called Discrete Trial Training (DTT). With this method skills to be achieved are broken down and the teacher teaches the child these skills in a simple and organized manner. The teacher teaches the child aspects such as eye contact, imitation, fine motor skills, self-help, academics, language and conversation. This concluded that ABA was a better method for a child with autism and this method is best implemented when the child is under the care of their teacher. TEACCH is a method that provides an organized school environment with a strict schedule, visual teaching methods and short, clear instructions. TEACCH has helped children with autism by developing programs that are in line with the Least Restrictive Environment (LRE) which makes it suitable for children to adapt to the environment (UNC School of Medicine n.d.). Successful inclusion of children with ASD into the regular curriculum setting depends with the child’s skills, behaviour, severity of the disability and the training that they have received from the teacher. With this, inclusion is better for many students but not all students especially those with severe disability who need specialized training (Melisa n.d.). Lastly, Sensory Integration Therapy involves the teacher helping the child who has issues related to repetitive behaviour or sensory issues by the use of Sensory Integration Therapy. The final educational therapy for inclusion of children with ASD is the Developmental Individual Difference Floor time (DIR). This involves the use of play so as to teach the child with autism emotional engagement, self expression, idea connection and problem solving skills with other children in their environment. What is the importance of inclusion and inclusive education and how can it help a child with ADS? According to Allen and Schwartz (2001) Inclusion is an approach where children with autism are educated in an environment that is open to other children who are not disabled. According to the University of the State of New York (1997), this environment is described as a Least Restrictive Environment (LRE). Research has concluded that; children do better in inclusive settings while children without disabilities can learn how to understand and tolerate those with disabilities as well as it helps the children with autism to develop opportunities to nurture relationships with peers and it improves behaviour of the children with autism (Downsyndrome n.d.). In what ways do staff in special schools help and support children with autism? According to The National Autistic Society, help and support comes when the teacher sets clear classroom rules for the child, uses time tables and schedules to plan the child’s day and allowing the child to play with other children so as to gain social skills as well as communicating to the child in a format that is simple for them to understand is the best way to offer support to a child with autism. The availability of smaller class sizes in the learning environment is better placed at helping and supporting children with autism. This is because they require a structured program that entails systematic presentation materials and this plan is best implemented when the class is small and the student: teacher ratio is also considerable, that means a ratio of 1:1 or 3:1 so that attention can be equally disbursed among the children (Williams n.d.). Sign language can be used to help and support children with autism to develop their communication and speech skills. This is because children with autism respond faster to sign language as compared to verbal communication. Picture exchange system is another support method where the child uses visual aids for communication. This helps the teacher and the child to communicate ideas and activities. Research concludes that these strategies are best when helping and supporting children with autism (Warber n.d.). What learning and teaching methods are used in order to help children with autism to reach their full potential? Facilitated communication is a method used to enable children with autism use ICT as a means of non-verbal communication. An example is using a computer or an Ipad to communicate in a non-verbal manner (Warber n.d.). According to Schlosser and Oliver (2008), augmentative and alternative communication (AAC) is another strategy where teachers advance the child’s with autism communication and speech skills by helping them learn simple communication and language skills. AAC includes gestures, sign language, picture symbols, and speech generating devices (The Centre for AAC and Autism n.d.). According to Warber, sensory integration therapy is another method to help children with repetitive behaviour or sensory issues gain language skills through vocal exercises. Visual schedules and routines help the child to learn and to understand how to communicate and make sketches of activities to perform while the routine helps the child to be familiar with the tasks to do. Communication books that are in the form of pictorials can also be used to help the child communicate effectively without reliance on verbal speech (Williams n.d.). According to Dowdy, Jenna and Matthew (2013) Behavioural and Emotional Screening System (BESS) is a strategy that involves the use of a screening tool to measure the behavioral and emotional strengths and weaknesses in children so as to determine those who need special services. What strategies do the staff personnel use to support children with ASD? These include the use of workload, work tasks and visual schedules. Work load includes giving the child work that they may be able to handle within duration of time. Work tasks involve the use of visuals and schedules so as to teach the child how to perform tasks with the use of schedules. Visual schedules and timetables help a child learn the non-verbal form of communication as well as the art of communicating through symbols, pictures and timetables. Other structured strategies include routines, sensory programs that will in turn improve their speech, social interaction and behavior (Larkey n.d.). According to Savner and Brenda (2000) the use of visuals, information sharers, checklists and visual behavior help develop the child’s overall skills. What are the challenges posed by educating children with autism in special school? As cited from Barnard et al (2002), children with autism endure problems in communication and understanding of the world around them. This may lead to challenges in social interaction because they do not interact much. Lack of support from the teachers is another issue when they are in the special schools and may become a challenge for them because they may not fit in comfortably. This may in turn affect their behaviour pattern with other children and they may also lose interest and motivation with school. Lack of specialist input in the form of role models is also a challenge. A research was conducted and it revealed that 31% of the schools have no speech and language therapy and those who have receive therapy of less than 30 minutes a week, with only 2% of them being able to offer 2 hours a week. What are the benefits of children with autism attending special school? According to Barnard, Prior and Potter (2000) when children attend special schools they get adequate and experienced teacher training, they are subjected to the best resources such as sensory therapy gym that helps with their sensory responses, there also exists spacious classrooms, the routines in place enable them to be free and comfortable and finally the therapy that they get from special schools enables them to develop skills that they lack through imitation. The research conducted concluded that parents who took their children to special schools were more satisfied with the progress of their children as the teachers knew how to handle them and the children learnt how to socialize with imitation, develop relationships with other children and they got access to better education facilities without being sent far away. In addition to that, the other children without disabilities also learn and understand children with disabilities by developing positive attitudes about them. What experience does a teacher have as they deal with a child who has autism? According to Anderson et al (1987), there is progress when the child is subjected to schooling with experienced teachers. According to Glashan, Gilbert and Grieve (2004) teachers need to be experienced in order to understand the nature of support to hand over to a child. This will include their perception of support and what to offer to the child in terms of speech and language therapy and their perception on what support to offer to the child. Thus teachers need experience in handling the children as well as strategies on how to communicate with them. With that dealing with the child hand on is another form of experience to learn patiently. Lastly, teachers need to be familiar with other skills for care since autistic children have different kinds of characteristics. According to Kimberly (2011), teacher may also get additional help from coursework and workshops in autism. They should also have experience with the children. She adds that, immersion can be helpful as the teacher can also spend time with the child’s parents. Analysis of findings of the data collected The analysis of findings seeks to provide a summary of the data that was collected by the individual interview that was conducted at Tettenhall Wood Special School. Research Questions RQ1: In what ways do staff in special schools help and support children with autism? The questions asked in the interview were: What learning and teaching methods are used in order to help and support children with ASD to reach their full potential? P1and P2 said that, “the biggest approach is having a structure approach like timetables, not just to learning but to school life. Supported by communication strategies such as sign language, sample pictures, AAC communication system and routines, visual timetables”. P2 reported the same strategies as the P1 but added that “we use also ICT within the school” P3 added that “….. We used also communication books” Also, P4 commented that “in my class, I use Behavioural and Emotional Screening System (BESS), we have to teach to the students how to apply the skills in different connects, they will be able to take the skills of their learning to on task and applying to another. P5 reported the same strategies as P1 and P2. The use of ICT is referred to as facilitated communication (Warber n.d.). AAC is also supported by Schlosser and Oliver (2008) and the use of includes gestures, sign language, picture symbols, and speech generating devices is proven to be efficient as a strategy when dealing with children with autism. Visual schedules and routines were also supported as well as the use of communication books that are in the form of pictorials (Williams n.d.). The BESS system was supported by P4 as it is a system used to measure the behavioral and emotional strengths and weaknesses in children so as to determine those who need special services (Dowdy, Jenna and Matthew, 2013). A comparison to the data collected from the interview can be concluded that the stated teaching methods when optimized are prone to produce successful results when dealing with children with autism. In addition to that the use of timetables, visuals, sample pictures, ICT in for of tablets for non verbal communication, routines and structures charts were the best strategies that children with ADS could use to as to help them gain skills on communication, social interaction and behavior management. What is the importance of inclusion and inclusive education and how can it help a child with ADS? P2, P3 and P4 said that, “children recognise the full potential we go out to different school and that is real support in this sense”. P1 failed to answer however P5 reported, “I think in special school I don’t think is about giving to all peoples the same opportunities, anyways i think is about choosing your opportunities....I don’t thinks should be a blanket approach like just because all peoples in special schools all do this, I think is very carefully about the mix their needs”. According to the University of the State of New York (1997), inclusion is subjection to an environment where the children with autism are educated with other children without disabilities. A comparison to the data collected from the interview can be concluded that the response of P2, P3 and P4 is dependable because inclusion helps the child with autism to be exposed to experienced teachers who can teach them and they may attain full potential. According to (Harchik n.d.) inclusion is not always the solution although the child with autism can be subjected to specialized or separate day schools for children with autism. He added that, “inclusion should be considered on a case-by-case basis” and “Parents need to consider the needs of their own child, the capacity of the school to meet these needs, and their own preferences”. This was evidenced by P5 and it can be concluded that inclusion should be based on an individual child. RQ2: What are the challenges posed by educating children with autism in special school? The questions asked in the interview were: What challenges posed by educating children with ASD in special school? P1 stated that, “social interaction aspect if the children with autism be very solve insolent”. P2 supported P1 and added, “They have a lot of challenges behaviour”. P3 added, “We haven’t any good role models. The any role models they have got are the teaching staffs”. P4 and P5 commented, “the children with autism have difficulty understanding of the world, the communication that be through to explain how they might feel, or how somebody else maybe feel different situation because of their full work her”. As cited from Barnard et al (2002), children with autism endure problems in communication and understanding of the world around them and they lack professional role models whom they can relate to while at school. According to Obrusnikova and Suzanna (2011), challenges faced by teachers include inattentive and hyperac­tive behaviours, socialization where the child has difficulty in relating to others in their environment as well as understanding the environment that they are in. In addition to that they also have challenges in behaviour as well as emotional difficulties. As cited from Barnard et al (2002), lack of support in form of therapy and role models is also a challenge for children with autism. A comparison to the data collected from the interview can be concluded that the challenges being faced need to be focused on by practitioners. They should seek to come up with ways that can be implemented so as to eliminate these challenges and make the environment that a child with autism is in a better and comfortable environment that can help them show progress. What are the benefits of attending in special school for children with ASD? The questions asked in the interview were: What are the benefits of attending in special school for children with ASD? P1, P2 and P3 stated that, “the benefits of people who coming to especially school for autism is that in a school that I was this school has been designed with specific resources that would certainly meet some of the sensory needs of those peoples. Is very spacious, so peoples you know there is a plenty rooms peoples have their own place , is instructions free , much of the training that staff had is about approaches to teaching and working with young people with autism”. P2 added that, “we used a lot of skills that can be addressed within in this school than in mainstream community”. P3 added that, “They can access the incredibly rooms and facilities that we have got here in school, such as sensory gym, the interactive learning...with high therapy which the facilities”. P4 did not give a reply although P5 commented that, “we get a lot of professionals who have got a lot experience...We can set strategies, communication strategies, and behaviour strategies”. According to Gonzalez-Lopez and Debra (1997) children with autism benefit best when they attend special schools since they are subjected to an environment where they can fit in and learn comfortable at the look of their teachers. Research by Barnard, Prior and Potter (2000) concluded that when children attend special schools they get adequate and experienced teacher training, they are subjected to the best resources such as sensory therapy gym, they get better attention with regard to the teacher: student ratio. In addition to that, the special school had better the routines in place enable them adapt to the environment as well as their peers and they are better of being guided on aspects such as interaction, behavior and communication. A comparison to the data collected from the interview can be concluded that children with autism stand to gain one or more skills when they attend special schools. RQ3: What experience does a teacher have as they deal with a child who has autism so as to give the child full help and support when they attend the special school? The questions asked in the interview were: What experience do you have of working with children with ASD? P1 commented that, “I suppose a lot of that experience that I do have I can suggest strategies to work the teachers who maybe strongly with children but it is such as massive spectrum that you know as I have already said you are constantly meeting children who you have to start from scratch with again and from many of all people it is very individual approach so it isn’t a solve of one size fit all approach, you have to look individual needs and look what sort of approaches and strategies are appropriate for that individual”. P2 and P3 commented that, “...started as a teaching assistant , so I supported the teachers, so i worked with children one to one in small groups attached and im now higher Teacher Assistant which I got lot of experience now”. P4 supported P3 while P5 reported that, “I actually have brother autistic, is 2 year younger than me, so I have 26 year experience but within schools I have got 4 years’ experience working as a teacher assistant specialize with autistic units in by schools and this year here as a teacher”. Experience is important when dealing with autistic children. According to the research on Teaching Students with Autism by the Ministry of Special programs in British Colombia (2000), teacher’s knowledge of the behaviour of a child with autism is essential so as to understand how they behave. According to Glashan, Gilbert and Grieve (2004) teachers need to be experienced in order to understand the nature of support to give a child with autism. This is supported by Kimberly (2011), where a teacher may get additional skills by engaging in ccoursework and workshops on autism. She adds that immersion can be helpful as the teacher can also spend time with the child’s parents so as to understand autism. This can be evidenced with the report that P5 gave stating that she has a brother who has autism and that experience of dealing with him has benefits her experience of dealing with other children. According to Gregor and Elaine (2001), teachers with experience on autism are more confident when dealing with the children with autism than those who do not have any experience. A comparison to the data collected from the interview can be concluded that a teacher needs experience based on working with the child with autism as well as the family. According to the response that P1 gave, it can be evidenced that experience is necessary and the teacher can engage in teaching assistantships so as to gain skills on how to handle the child. In addition to that the teacher should take the effort to learn more about the skills related to dealing with children with autism so that they can manage them at ease and also they should be familiar with the different behavioural trends that children with autism can showcase. P5 also supported the evidence that immersion is very important as the teacher can learn the skills needed in a two-way form, which is from the child with autism and the family of the child with autism. Conclusion This investigation provided an descriptive analysis of the different ways in which teachers in special schools help and support children with autism, learning and teaching methods in special schools, importance of inclusion and inclusive education as well as the challenges that children face in special schools, disadvantages of special schools and finally the experience that teachers have when dealing with children with autism. The study explored the qualitative data obtained through individual interviews and the consequent assumptions can be drawn from the responses of the individuals interviewed as well as from research and literature. Children who have ADS face a lot of challenges such as social interaction impairment that relates to the difficulty in understanding how they can behave and interact with other people in their environment, language and communication impairment which can be related to the children’s inability to communicate with other people and behaviour impairment where the autistic children may not focus on accurate thinking, they may not like to do routines and they may also take time to understand another person’s thoughts. A teacher who works with children who have ADS faces a lot of difficulties in caring and handling them. This is because the children may have variant ADS characteristics. It was concluded that when a child is exposed to an inclusive setting with other children without disabilities they are prone to improve and show progress. Specialized schools were given an insight where the parent should always enrol a child to a school based on their individual skills and not through an assumption that all children need special schools. Successful strategies that were supported include workload, work tasks, work environment, feedback and rewards to the child for doing a good job or for behaving well are the best strategies to implement when dealing with children with autism. In addition to that constant care and attention portrayed to a child with autism was very valuable so as to make a child comfortable and feel better and to make them gain skills in social interaction, communication and behaviour. Smaller groups were seen as the best option when handling children with autism and this would enable the teacher to have full attention with the child. A consideration that can be implemented for future practice is that the teachers should engage in more training and lessons that can be able to equip them with the skills with dealing with the different kind of autism characteristics as well as practice. In addition to that these teachers should be equipped with skills on how to be role models for the children that they handle reason being they lack enough role models to look up to. Lastly the teacher should take the effort to learn more about the skills related to dealing with children with autism so that they can manage them at ease and also they should be familiar with the different behavioural trends that children with autism can showcase. According to Kimberly (2011) immersion is a strategy that teachers can pick up and optimise on it to give better help and support to children with autism. References AutismWeb n.d., Autism Teaching Methods: Applied Behavior Analysis and Verbal Behavior. Web. 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