Autism Spectrum Disorder:

Inclusion in the Classroom

By: Sydney L. Pugh

Introduction:

The number of students with Autism Spectrum Disorder, has increased consistently and drastically throughout the last decade. With the increasing number of affected students, it is essential that our school systems take initiative to better accommodate, educate, and serve them. Understanding a student with ASD is hard for many reasons, not only do they see the world differently than we do, but the spectrum is so wide, the combination characteristics can be so diverse. According to a study in Alabama, 72% of teachers felt that more support is needed for schools serving children with autism (Busby et al., 2018). In a survey response, teachers stated that they felt underprepared, and undereducated when asked about implementing inclusion of ASD students in the general classroom. With more research growing on the multiple benefits of inclusion, more schools are transitioning toward educating exceptional students in the general classroom. Throughout this lesson we will cover the definition and the benefits of an inclusive classroom, the struggles teachers face with implementing the inclusion of students with autism spectrum disorder in the general classroom, and how teachers can be better prepared and educated to successfully run their own inclusive classroom.

What is an inclusive classroom and what are the benefits?

As you can see in the video, there are several benefits for children with Autism Spectrum Disorder regarding inclusion. Inclusive classrooms can be defined as a classroom that gives students with special needs the opportunity to work alongside their peers in age appropriate, general education classrooms (Inclusive Classroom: Strategies, Definition, Teaching students with Special Needs, 2022). By including all levels of learners in one classroom, we are able to break down barriers in participation and interaction within the classroom. (Beghin, 2021). Inclusion aids in minimizing stereotypes, and breaking down negative views and attitudes toward autism. It also improves the relationships amongst students, staff, and parents. "When students with autism learn how to interact positively with others by being in inclusive classrooms, stigma related to autism will be reduced because peers will be learning about autism while interacting positively (Meindl et al. 2020)." By better educating teachers and preparing them to implement inclusive classrooms, both children with and without disabilities can work together to better understand one another and support each other rather than shy away from interaction.

What struggles do teachers face in an inclusive classroom?

Inclusion seems like a simple concept, however it is far from just that. Ideally, all teachers would be well-educated enough that they are prepared to accommodate all children with disabilities while maintaining classroom control and effectively teaching, however that is just not realistic. One struggle teachers face is that autism is not a “one size fits all” kind of disorder. The characteristics and degrees to which the student is affected by their disorder vary widely. The Guide to Autism for the School Community states “If you’ve seen one person with autism, you’ve seen one person with Autism (Autism Speaks Inc., 2012).” In addition, general education teachers do not feel well educated and prepared to include ASD children in the classroom. In a recent study, it was found that teachers believe that teaching autistic children requires an individualized and specialized process as well as specialized skills (Busby et al., 2018). For example, a special education teacher is able to be flexible and adapt the curriculum, whereas a general education teacher is far less flexible while teaching several other children the same curriculum at the same time. Teachers were found to worry about the time they may need to be able to effectively communicate with other teachers, paraprofessionals, parents and therapists regarding the child's behavior and progress. Speaking of parents, that is where another concern for teachers lie. Parental and teacher communication is a huge issue as well in the school system. The lack of communication with the guardians of all students, exceptional or not, has proven to be a barrier in effective education for decades now. So how do we work to break down these barriers and make an inclusive classroom a reasonable goal?

What can be changed in order for teachers to be more confident and effective in an inclusive classroom?

Ultimately, a lot of changes need to be made throughout our education system to make inclusive classrooms successful for Autistic students. When asked what teachers thought needed to happen for inclusive classrooms to be successful, they often stated that additional information on procedures, practices and education was required. This not only meant seminars and training on “how to build an inclusive classroom” but also research and information on proven practices to make them successful. This was paired with the suggestion of requiring more case and field-based experiences while fulfilling pre-teaching requirements (Busby et al. 2012). By fulfilling more “hands on” experience, future teachers will be more prepared and better know what to expect while running their own inclusive classroom . In addition, they also felt that having annual courses and training, such as a video of case-based tutorials with teachers modeling best practice instruction would be extremely beneficial. .Another suggestion was more information on proper procedures when communicating with the students, paraprofessional, parents and fellow faculty to coordinate care and education. The fellow consensus amongst teachers seemed to be that they just needed more. More education, more examples, more training, more research and more understanding.

Conclusion:

Autism Spectrum Disorder is extremely close to my heart. My nephew, Briar, was diagnosed in 2021 with severe autism. Briar is the happiest four year old little boy, however, due to the disorder he is almost completely non-verbal, he struggles to interact with others, he is extremely particular about food texture, and most terrifyingly, he is a flight risk. Our mind began to ease when he entered preschool and immediately took to his teachers and new friends , however we know that it won’t be this way forever. As a close relative to a child with autism, all you want is for that child to be included and to feel comfortable at school. This is why I am such an advocate for inclusion. There is such a stigma attached to autism that most don’t get to see until you're in our position or one similar. By including autistic children in general education classrooms, we are going to be able to create a more positive interaction amongst peers and teachers as well as giving all children, disabled or not, the right to a proper education (Inclusive Classroom: Strategies, Definition, Teaching Students with Special Needs, n. d.). By requiring more case and field experiences during pre-teacher training, future teachers will have the opportunity to get hands-on experience with children with disabilities and participate in inclusive classrooms. The requirement of annual teacher trainings and reevaluations regarding exceptional students and inclusive classrooms should be required so that all teachers have the proper education to run these classrooms effectively. Ultimately, my goal is to advocate for children on the spectrum and work to make the world a friendlier and more accommodating place for them. By changing our views on inclusive classrooms, we can change the way the world views Autistic Spectrum Disorder.

Questions:

Teaching students with autism in the general classroom has proven to be a worry for teachers. What is one of the major concerns teachers have expressed?

A. Autistic students aren't smart and can't keep up.

B. Teachers don't feel they have the proper education to run an inclusive classroom environment that is beneficial to all students.

C. Teachers are extremely independent and do not like the idea of having to plan and interact with fellow teachers, paraprofessionals and parents.

D. There is such a stigma surround autism and inclusive classrooms that they are too scared to try it. .

Ms. King has been doing research on inclusive classrooms and believe that many of the students in her school could benefit from this environment. What are some of the key benefits Ms. King can use to convince her fellow faculty, school board and parents that an inclusive classroom could be beneficial?

A. Autistic students are able to pickup on social cues and interaction in this environment.

B. Positive interaction helps to reduce stigmas surrounding children with disabilities.

C. Teachers, paraprofessionals and parents are able to work together to benefit the students school experience and success.

D. All of the above

References:

Azad, G., & Mandell, D. S. (2015). Concerns of parents and teachers of children with autism in elementary school. Autism, 20(4), 435–441. https://doi.org/10.1177/1362361315588199

Beghin, H. (2021). The Benefits of Inclusion for Students on the Autism Spectrum. BU Journal of Graduate Studies in Education, 13(2), 2021. https://files.eric.ed.gov/fulltext/EJ1304391.pdf

Busby, R., Ingram, R., Bowron, R., Oliver, J., & Lyons, B. (2012). Teaching Elementary Children with Autism: Addressing Teacher Challenges and Preparation Needs. Rural Educator, 33. https://files.eric.ed.gov/fulltext/EJ987618.pdf

Inclusive Classroom: Strategies, Definition. Teaching Students with Special Needs. (n.d.). Www.captivoice.com. https://www.captivoice.com/capti-site/public/entry/inclusive_classrooms

School Community Tool Kit. (2012). Autism Speaks. https://www.autismspeaks.org/tool-kit/school-community-tool-kit

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