Professional Documents
Culture Documents
Education 215-01
Dr. Harris
May 1, 2014
Introduction
The topic that I chose to research was special education accommodations in
the classroom for students with Autism Spectrum Disorders (ASD). I chose this as
my topic for three reasons: First, being that I want to teach Special Education;
Second, being that my little sister has a disorder that is in the Autism Spectrum;
and Third, being that it is important for all teachers to know how to meet the needs
of their students in the classroom and Autism is one of many of the diverse needs in
which they need to be aware of in their classroom. One in sixty-eight American
children is diagnosed with autism (AutismSpeaks.org), so there is a good chance
that a teacher will have students with Autism Spectrum Disorders sometime in their
teaching career. Teachers need to understand what ASD is and know how to make
accommodations for children with Autism Spectrum Disorders within the classroom,
so that the child can learn to their full potential. It is important to understand that
the disability that a student has is part of them and their identity. As part of the
culturally responsive pedagogy and multicultural education, teachers need to be
responsive to all the cultures that are present in their classrooms and those with
learning disabilities or are considered exceptional need to be treated just the same.
Exceptionality in the classroom is one of the subcultures and multicultural education
topics that we talked about in class. In a classroom a teacher may not have a
student who specifically has Autism, but instead some other disability that is in the
same category, so it is important that they understand what the category is and the
accommodations that go along with it.
What is Autism/ an Autism Spectrum Disorder?
Individuals with
Autism and Autism Spectrum Disorders often have difficulties adjusting to changes
in routines or familiar surroundings (Judd, 2012, p. 265), so this is something that
classroom teachers will have to take into consideration with classroom organization
and changing the classroom around when they have a student with an ASD. It may
be that the teacher has to make the accommodation that they give the student
their own place in the classroom, which they know is theirs, and will not change
throughout the year, unless they change it themselves. Another way that teachers
can help these students follow and adjust to schedules is by providing them with a
picture schedule of the activities that they will be completing throughout the day.
This can either be mounted on a large chart somewhere in the classroom for all
students to see and benefit from it, or it can be on a smaller version that the
student can keep with them (Richmond, 2007, p.1). It is important for the
classroom teacher to make sure that they always prepare the child with ASD for any
schedule changes that may take place, as far in advance as possible.
According to Teaching Children with Special Needs in Inclusive Settings, to
get the best out of the inclusive setting several accommodations need to be in
place. Instructions need to be clear and simple and students should be prompted as
needed (1998, p. 248). This holds true for all students in the classroom, not just
those with ASD, so this is something that a teacher can use with all students within
the classroom. For many students with an ASD, just seeing and hearing the new
information being taught, may not be enough. A teacher can accommodate this by
integrating visual, auditory, and tactile stimuli into the lesson to help the students
transfer and generalize the information (Richmond, 2007, p.1). A teacher should