Children with disorders such as autism require special treatment within an inclusive practice framework. For instance, autistic children find it difficult to relate to fellow classmates and the environment in schools making it impossible for them to learn especially in mainstream schools. …
The observation is based on a nine years and four months old child whose code name in this case, for confidentiality reasons, is RA. Child RA suffers from autism and is eligible for a personal or one-on-one support service because he needs assistance with his learning needs. The observations aims at identifying and assessing the child’s behaviour when in a group setting.
During the first day of the observation process, the class teacher instructs the pupils to bring out their numeracy writing books. However, RA picks up a pencil then flicks hit and consequently hitting another child. When the teacher calls RA, he replies, “what?” The reply is rude and as the assistant, I took the initiative to ask him to apologize but he does this without maintaining eye contact with the teacher. When told to apologize in an appropriate manner, he responds properly and says, “I am sorry miss.”
After the apology, RA sits down and a fellow pupil volunteers to give him a numeracy book but he snatches it without eye contact. Upon pointing out the unruly behaviour, RA apologizes. After sitting for a while, RA gets up from his table and when asked what he wants, he says he would like to work in a group with other pupils. The class teacher grants his request by placing him in one of the groups and he promises to work hard while respecting the other members. He then seems contented with the group. ...
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(Autism and Inclusive Practice Essay Example | Topics and Well Written Essays - 2500 Words)
“Autism and Inclusive Practice Essay Example | Topics and Well Written Essays - 2500 Words”, n.d. https://studentshare.net/education/794796-autism-and-inclusive-practice.
By concentrating on the main needs of a course or program, it is easy to identify some elements of the curriculum that might hinder some learners from achieving their goals. The role is to redesign the course to decrease such potential barriers. This focuses on all students who may take the course or program in future (Jones & Mahony, 1989).
Weaver and Hersey (2005) report that at least 1.5 million children and adults have been diagnosed with Autism in America as estimated by the The Spectrum Autism Spectrum Disorders (ASD), also known as Pervasive Developmental Disorders (PDD) along with the developmental disorders that fall under its umbrella are disorders are characterized by deficits in social and communication skills.
Teachers do need to take the necessary measures to understand such students better and provide them required support so that they don't shy away from bringing their problems to the teacher rather they should find a friend, an ally in the teacher.
Inclusive education means that all students in a school, regardless of their strengths or weaknesses in any area, become part of the school community.
These physical and mental disabilities or handicaps includes "autism, deaf-blindness, deafness, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, serious emotional disturbance, special learning disability, speech or language impairment, traumatic brain injury, and visual impairment" ("Inclusion", 2006).
A few methods for inclusive education, discussed in this paper, have had dramatic results with both the autistic children in the classroom and the people with whom they interact with. These children have been able to learn more readily and teachers have found that many of the disruptions an autistic child can cause are more easily resolved.
There is a need to unravel the true definition or the most acceptable of inclusive education. Additionally one needs to assess whether or not inclusive education has brought positive changes. The negative consequences need to be analysed too. A thorough discussion on inclusive education must not neglect the need for parental involvement and roles played by teachers to facilitate the transition.
The inclusive learner-centred system of classroom instruction is one of the most effective tools for special needs children to be able to feel adjusted into the mainstream social milieu and eventually function as a happy, independent, and productive member of society. This paper establishes best teaching practices that are applied in such a class.
These people have different needs that must be met in a unique manner. Different strategies can be employed to ensure that there is inclusive practice in the social work setting.
In America for example, No Child Left Behind Act of 2002 states
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