scholarly journals The Trauma of Broad-Based Inclusion for Students with Autism

2020 ◽  
Vol 3 (2) ◽  
pp. p1 ◽  
Author(s):  
Gary Shkedy ◽  
Aileen Herlinda Sandoval-Norton ◽  
Dalia Shkedy
Keyword(s):  
Students With Disabilities ◽  
Brain Function ◽  
Least Restrictive Environment ◽  
Autism Spectrum ◽  
Educational Setting ◽  
Post Traumatic Stress ◽  
Disabled Students ◽  
Post Traumatic ◽  
Students With Autism ◽  
Restrictive Environment

Inclusion is a model where students with disabilities spend most/all of their time in an educational setting with non-disabled students. This model has led many countries to pass laws requiring disabled students be educated in the least restrictive environment: they should be educated with students without disabilities to the maximum extent possible. However, this model ignores the very nature of Autism Spectrum Disorder (ASD). The autistic brain is different in both function and structure, making deficits in social interaction, inherent and appropriate for their development. This paper explores research on the autistic brain, comorbidities, child development, and trauma associated with forced inclusion for this population. Research on brain function indicates inclusion can be very stressful and can produce anxiety and post-traumatic stress in children with ASD.

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

Post-traumatic Stress and Subthreshold Autism Spectrum Among Divers of the Italian Navy Employed in Search and Rescue Activities

2017 ◽  
Vol 41 (S1) ◽  
pp. S722-S722
Author(s):  
C. Carmassi ◽  
P. Isabella ◽  
C.A. Bertelloni ◽  
M. Corsi ◽  
G. Massimetti ◽  
...  
Keyword(s):  
Social Adjustment ◽  
Traumatic Stress ◽  
Autism Spectrum ◽  
Social Impairment ◽  
Self Report ◽  
Risk And Resilience ◽  
Post Traumatic Stress ◽  
Rescue Operation ◽  
Autism Symptomatology ◽  
Post Traumatic

IntroductionRescue emergency personnel is at high risk to develop PTSD due to possible extreme and repetitive exposition to “cruel details of traumatic events”.ObjectiveThis study aimed to explore posttraumatic stress and subthreshold autism symptomatology and their impact on social and working functioning level among sub mariner of Italian Navy, who were employed in the Costa Concordia and Genova tower rescue operation.MethodsEighty-five subjects were enrolled and investigated by the following instruments: Trauma and Loss Spectrum Self-Report (TALS-SR), Adult Autism Subthreshold Spectrum (AdAS Spectrum) and Work and Social Adjustment Scale (WSAS).ResultsThe response rate was about 50%. Ninety-five percent of the subjects were employed in recovering corpses and 80% reported at least one rescue operation in the last three years. Full and partial DSM-5 PTSD rates were 8% and 27.5%, respectively. A strong correlation emerged between several TALS-SR and ADAS domain. Furthermore, TALS-SR domain scores were related to WSAS domain.ConclusionThis data showed rescue personnel to be at risk for post-traumatic stress spectrum and related work and social impairment. Further studies are needed to better investigate possible risk and resilience factors associated to PTSD.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Neurogenesis and Oligodendrogenesis in a Mouse Model of Blast-Induced Traumatic Brain Injury

2020 ◽  
pp. 1-14
Author(s):  
Michal K. Stachowiak ◽  
D. Freedman ◽  
N. Nived ◽  
B. Decker ◽  
S. Narla ◽  
...  
Keyword(s):  
Brain Injury ◽  
Brain Function ◽  
Brain Cortex ◽  
Post Traumatic Stress ◽  
Model Following ◽  
Initial Injury ◽  
Initial Activation ◽  
Post Traumatic ◽  
Oligodendrocyte Precursor ◽  
The Brain

Neurological manifestations of blast-induced Post Traumatic Stress Disorder (PTSD) extend long after the initial injury indicating lasting changes in brain function. In this study, we characterized brain injury, changes in neurogenesis and oligodendrogenesis in an adult murine blast model following a short (5 days) and long (21 days) post-blast recovery. Acoustic blasts led to an initial, activation of microglia and astrogliosis and a widespread cortical and subcortical apoptosis. The loss of myelinated cortical axons at 5 days was followed by the reappearance of abnormal misdirected fibers at 21 days. At 21 days post-blast, we observed increases in doublecortin-positive (DCX+ ) neuroblasts in the subventricular zone (SVZ) and hippocampal subgranular zone (SGZ) indicating increased neurogenesis. No changes in DCX+ cells were found in the brain cortex. In the cortex, the early disappearance of myelinated neuronal fibers was accompanied by a loss of O4+ oligodendrocytes and their Ki67-expreasing (Ki67+ ) oligodendrocyte precursor cells (OPC). However, at 5 days we observed a robust appearance of cells expressing Olig2 (O2+ ), an early determinant of oligodendrocyte lineage. At 21 days post-blast, the population of OPC increased and the mature O4+ oligodendrocytes were restored to control levels. In contrast, in the SVZ and SGZ, O4+ cells were not affected by the blast suggesting a local cortical origin for cortical oligodendrogenesis. These results suggest that blast-induced activation of SVZ and SGZ neurogenesis and cortical oligodendrogenesis could have long-lasting impact on brain function including memory disorders observed in both animal models and human’s PTSD.

scholarly journals Confident but Lacking Support: School Librarians and Students with Autism

2021 ◽  
Vol 44 ◽  
Author(s):  
Amelia Anderson ◽  
Selena Layden
Keyword(s):  
Professional Development ◽  
Autism Spectrum Disorder ◽  
School District ◽  
Students With Disabilities ◽  
School Library ◽  
Autism Spectrum ◽  
Library Services ◽  
School Librarians ◽  
Training School ◽  
Students With Autism

School librarians work with students across their organizations, including those with disabilities such as autism spectrum disorder (ASD). However, little is known about how prepared school librarians are to serve these students. Using a mixed-methods survey, this study sought to explore training school librarians have taken about ASD and students with disabilities, as well as the effects of training on librarian confidence and library services. Based on results, librarians who received training through their school district or professional development outside of coursework reported being more confident in supporting students with ASD in the school library.

Relationship of Reading Achievement of Students with Disabilities and Least Restrictive Environment Practices

2015 ◽  
Vol 3 (3) ◽  
pp. 106-114
Author(s):  
Janet L Applin ◽  
Rhonda Simpson ◽  
Nedra Atwell
Keyword(s):  
Reading Achievement ◽  
Students With Disabilities ◽  
Adequate Yearly Progress ◽  
Least Restrictive Environment ◽  
Special Education Students ◽  
Education Students ◽  
Assessment Scores ◽  
School Day ◽  
Restrictive Environment ◽  
Relationship Of

The purpose of this study was to investigate the relationship between Kentucky least restrictive environment (LRE) practices and the state’s assessment annual measureable objectives (AMO) in reading for students with disabilities. This research was designed to determine whether districts achieved AMO targets for reading within LRE, and whether a relationship exists between special education students’ placement and assessment scores attained for the disability subpopulation in the Adequate Yearly Progress (AYP) Reports. Results from this study indicated that one district achieved the scale score for reading achievement. Nine districts achieved reading AMO targets due to safe harbor, while nine districts achieved reading AMO due to confidence interval for students with disabilities. Also, the results indicated a higher correlation for students who received services in a separate location for less than 20% of the school day.

The Foundation of Inclusion in Federal Legislation and Litigation

2017 ◽  
pp. 27-52 ◽  
Author(s):  
Mitchell L. Yell ◽  
Christine A. Christle
Keyword(s):  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Team Members ◽  
Student Placement ◽  
Placement Decisions ◽  
Disabilities Education Act ◽  
Federal Mandate ◽  
Education Act ◽  
Restrictive Environment ◽  
Historical Antecedents

The foundation of inclusion in special education law is the least restrictive environment (LRE) mandate of the Individuals with Disabilities Education Act. This federal mandate requires that all students with disabilities receive their education with students without disabilities to the maximum extent appropriate. Our purpose in this chapter is to examine the legal basis of inclusion. We first review the historical antecedents of inclusion. Second, we examine the LRE mandate and the student placement requirements of the IDEA. Third, we survey the most important case law rulings regarding LRE and the placement of students with disabilities. Fourth, we consider strategies that have been used to promote inclusive placements and briefly review the literature on these strategies. We end this chapter by offering principles to guide IEP team members in making educationally beneficial and legally correct placement decisions for students with disabilities.

Autism and dual immersion: sorting through the questions

2018 ◽  
Vol 4 (4) ◽  
pp. 174-183 ◽  
Author(s):  
Diana Baker ◽  
Audrey Roberson ◽  
Hyejung Kim
Keyword(s):  
Students With Disabilities ◽  
Small Body ◽  
Autism Spectrum ◽  
Dual Immersion ◽  
Future Research ◽  
Educational Placement ◽  
Bilingual Programs ◽  
Content Type ◽  
English Only ◽  
Students With Autism

Purpose The dual immersion (DI) model of bilingual education, which focuses on educating language-minority and majority students side by side using the two languages in roughly equal proportions, is gaining popularity. And yet, students with disabilities – even those who are already multilingual – are routinely steered away from such programs in favor of English-only special education options. The paper aims to discuss these issues. Design/methodology/approach This paper explores the potential benefits and challenges associated with including multilingual students with autism in DI classrooms, beginning with an exploration of literature related to students with autism who are also multilingual learners (MLLs) (irrespective of educational placement), followed by a small body of literature on the inclusion of students with disabilities in general in DI programs, and finally an analysis of the characteristics of DI classrooms to extrapolate about the ways in which this environment might be both supportive of and challenging for students with autism. Findings The analysis reveals that DI programs are simultaneously well positioned (theoretically) and ill equipped (practically) to effectively support MLLs who are also on the autism spectrum. Originality/value In spite of mounting evidence that being multilingual may advantage children with autism, very little scholarship has even raised the question of whether students with autism might benefit from participation in bilingual programs where academic instruction is delivered in two languages (Beauchamp and MacLeod, 2017; Durán et al., 2016; Marinova-Todd et al., 2016; Seung et al., 2006). This paper identifies practical implications related to including students with autism in DI programs and suggests directions for future research.

Autism Spectrum Disorder and Post-Traumatic Stress Disorder: An unexplored co-occurrence of conditions

Autism ◽  
2020 ◽  
Vol 24 (4) ◽  
pp. 884-898 ◽  
Author(s):  
Nirit Haruvi-Lamdan ◽  
Danny Horesh ◽  
Shani Zohar ◽  
Meital Kraus ◽  
Ofer Golan
Keyword(s):  
Autism Spectrum Disorder ◽  
Life Events ◽  
Post Traumatic Stress Disorder ◽  
Traumatic Stress ◽  
Stress Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Post Traumatic Stress ◽  
Adults With Autism ◽  
Post Traumatic

People with Autism Spectrum Disorder show an increased risk of experiencing potentially traumatic events, particularly social victimization. However, Autism Spectrum Disorder and Post-Traumatic Stress Disorder co-occurrence was hardly studied. We examined exposure to potentially traumatic life events and PTSD symptoms in adults with Autism Spectrum Disorder vs typical adults. Twenty-five adults with Autism Spectrum Disorder and 25 typical adults were comparable on age and gender. Participants self-reported on potentially traumatic life events of social and non-social nature, and on PTSD symptoms related to their most distressing event. Results showed higher rates of probable-Post-Traumatic Stress Disorder in the Autism Spectrum Disorder group (32%) compared with the typical adults group (4%). Individuals with Autism Spectrum Disorder reported more PTSD symptoms, particularly re-experiencing and hyper-arousal, compared with typical adults, although the latter was elevated only in females with Autism Spectrum Disorder. Participants with Autism Spectrum Disorder, especially females, reported more negative life events, particularly social events, than typical adults. Sixty percent of Autism Spectrum Disorder participants, but only 20% of typical adults, chose a social event as their most distressing event. Individuals with Autism Spectrum Disorder and probable-Post-Traumatic Stress Disorder co-occurrence presented poorer social skills compared with those with Autism Spectrum Disorder alone. Results indicate increased vulnerability of individuals with Autism Spectrum Disorder to trauma and Post-Traumatic Stress Disorder, especially due to social stressors. Females with Autism Spectrum Disorder may be particularly vulnerable to Post-Traumatic Stress Disorder. Lay Abstract People with Autism Spectrum Disorder show an increased risk of experiencing traumatic events, particularly social victimization. However, Autism Spectrum Disorder and Post-Traumatic Stress Disorder co-occurrence was hardly studied. We examined exposure to traumatic life events and Post-Traumatic Stress Disorder symptoms in adults with Autism Spectrum Disorder vs typical adults. Two groups took part in this study: Twenty-five adults with Autism Spectrum Disorder and 25 typical adults of similar age and male to female ratio. Participants completed questionnaires on potentially traumatic life events of social and non-social nature, as well as on Post-Traumatic Stress Disorder symptoms related to their most distressing event. Participants also filled out an autism traits questionnaire. Results showed a higher Post-Traumatic Stress Disorder rate in the Autism Spectrum Disorder group (32%) compared with the typical group (4%). Individuals with Autism Spectrum Disorder reported more Post-Traumatic Stress Disorder symptoms, particularly re-experiencing and increased physiological arousal, compared with typical adults, although the latter was elevated only in females with Autism Spectrum Disorder. Participants with Autism Spectrum Disorder, especially females, reported more negative life events, particularly social events, than typical adults. Sixty percent of Autism Spectrum Disorder participants, but only 20% of typical participants, chose a social event as their most distressing event. Individuals with Autism Spectrum Disorder who were also suspected as having Post-Traumatic Stress Disorder (based on their questionnaires) presented poorer social skills compared with those with Autism Spectrum Disorder alone. Results indicate that individuals with Autism Spectrum Disorder are more susceptible to trauma and Post-Traumatic Stress Disorder, particularly due to social stressors. Females with Autism Spectrum Disorder may be especially vulnerable to Post-Traumatic Stress Disorder.

Being in the Right Place at the Right Time: Educational Placement of Students With Intellectual Disability by State and Year

Inclusion ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 210-221
Author(s):  
Eric J. Anderson ◽  
Matthew E. Brock
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Educational Placement ◽  
Placement Decisions ◽  
Federal Mandate ◽  
Restrictive Environment ◽  
The Right ◽  
General Education Classrooms

Abstract Despite the longstanding federal mandate to place students with disabilities in general education classrooms to the maximum extent appropriate, most students with intellectual disability continue to spend most of their time in separate classrooms and schools. In this study, we describe longitudinal educational placement patterns in six states that represent the wide span of educational placement (i.e., Vermont, Kentucky, Kansas, Massachusetts, Illinois, and Montana). Surprisingly, some states are trending toward more restrictive placements, and the gap between the most and least inclusive states is continuing to widen over time. We offer constructive suggestions for appropriately applying the principle of least restrictive environment so that placement decisions are driven by student needs and not where students live.

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