Understanding Inclusive Practices for Students With Autism Spectrum Disorder Through the Individualized Education Plan Process

2022 ◽  
pp. 22-41
Author(s):  
Karina Becerra-Murillo
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Classroom Environment ◽  
Autism Spectrum ◽  
Individualized Education Plan ◽  
Spectrum Disorder ◽  
Individualized Education ◽  
Students With Autism ◽  
Restrictive Environment ◽  
Education Plan

Students with autism spectrum disorder (ASD) often display atypical behaviors which general education teachers may not know how to handle. As a result, students with ASD may not get the opportunity to be educated alongside typical peers in the least restrictive environment. Segregated settings often become the most recommended setting for students with ASD. The way to change this practice is if the child's parent is willing to speak up and request an inclusive, less restrictive setting. Working together with the school site, as an equal partner, parents can collaboratively prepare the student for an inclusive setting. Inclusive environments can be overwhelming to a student with ASD, if they come from a smaller classroom environment. Preparing the student and teacher for the transition can help to eliminate potential barriers in the inclusion process. Barriers can be identified through the individualized education plan (IEP), and solutions can be devised within that process.

A Team Approach to Teaching Music to Students with Autism Spectrum Disorder

2020 ◽  
pp. 17-38
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Special Educators ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Staff Members ◽  
Music Classroom ◽  
Student Profiles ◽  
Students With Autism ◽  
Teaching Music

Successful inclusion of students with autism spectrum disorder into the music classroom depends heavily on the positive relationships formed among general education teachers, music educators, special educators, administrators, paraprofessionals, parents, and students. This chapter includes information regarding learning about students with autism spectrum disorder; establishing relationships with other special educators, therapists, and administrator; establishing relationships with other staff members; participating in meetings (including IEP meetings); understanding how least restrictive environment (LRE) applies to students with autism; and making use of student profiles as data.

Teaching Students with Autism Spectrum Disorder: Strategies for the Music Classroom

2019 ◽  
Vol 33 (2) ◽  
pp. 87-89
Author(s):  
Ellary A. Draper
Keyword(s):  
Autism Spectrum Disorder ◽  
Classroom Environment ◽  
Music Teachers ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
General Music ◽  
Neighborhood Schools ◽  
Music Classroom ◽  
Control And Prevention ◽  
Students With Autism

The most recent Centers for Disease Control and Prevention report estimates that 1 in 59 children have autism spectrum disorder, and many of these children are receiving their education in their neighborhood schools, possibly participating in general music. Music teachers can make adaptations to their classroom environment and instructional strategies to support students with autism spectrum disorder, so they are able to participate in successful music-making experiences alongside their typical peers.

scholarly journals Classroom for Debate: When Students with Autism Succeed in Inclusive Classrooms

Elements ◽  
2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Danielle Jean Abate
Keyword(s):  
Academic Achievement ◽  
Autism Spectrum Disorder ◽  
General Education ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Inclusive Classrooms ◽  
Spectrum Disorder ◽  
Educational Setting ◽  
Students With Autism ◽  
Current Practices

This paper aims to determine whether current practices ensure success for students with Autism Spectrum Disorder who participate within an inclusive educational setting by examining four perspectives: students with Autism Spectrum Disorder and their general education counterparts, educators, financial funding for such programs, and the academic achievement of autistic students who receive the service. While much literature on inclusive education is supportive, the findings indicate that the service operates on questionable intentions and practices that may or may not be beneficial for its recipients. Despite the setbacks associated with inclusive education, autistic students are capable of succeeding within these classrooms. Suggestions can be formulated to modify such practices to ensure that all autistic students are educated in a manner that allows them to share the same level of achievement as their general peers in education.

scholarly journals Inclusion of students with autism spectrum disorder in the Jordanian regular classrooms: Teachers' perspectives

2021 ◽  
Vol 20 (2) ◽  
pp. 79-91
Author(s):  
Sakarneh Abed ◽  
Katanani Jameel ◽  
Alrahamneh Ahmad
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Self Esteem ◽  
Autism Spectrum ◽  
General Education Teachers ◽  
Spectrum Disorder ◽  
Inclusive Learning ◽  
Regular Classrooms ◽  
Students With Autism ◽  
Teachers Perspectives

Introduction. This study focuses on the relevance of inclusion for students with autism spectrum disorder (ASD) in the regular classroom. This issue has achieved international recognition with recommendations in most countries that students should be given the same opportunities as those without disabilities. The case of Jordanian teachers in Amman is selected in this study. Objectives. It specifically aims at investigating the teachers' perspectives on inclusion of students with ASD in Jordanian regular classrooms. Methods. The issue is evaluated using a qualitative study design where nine teachers were interviewed virtually. Results. The findings indicated the need for better training and skills development in specific aspects and needs of students with ASD. Providing teachers with training as well as materials and financial support is necessary for supporting inclusive learning. The teachers also report significant limitations in how inclusion of ASD students is supported in Jordan. The perspectives towards inclusion of ASD students in Jordan show that they have low confidence and self-esteem in dealing with these students and organizing inclusive classrooms due to inadequate training and experience. Conclusion. The findings of this study indicate the need for policymakers in Jordan to consider providing specific training to their general education teachers.

Development of Mathematical Practices Through Word Problem–Solving Instruction for Students With Autism Spectrum Disorder

2021 ◽  
pp. 001440292199089
Author(s):  
Sarah K. Cox ◽  
Jenny R. Root
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Single Case ◽  
Mathematical Practice ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Students ◽  
Mathematical Practices ◽  
Extraneous Information ◽  
Students With Autism

The Common Core State Standards for Mathematics highlight the importance of not only content standards for mathematics but also mathematical practices such as communication, representation, and reasoning, skills that are often difficult for students with autism spectrum disorder (ASD). Through a single-case multiple-probe-across-participants design, this study found modified schema-based instruction (MSBI) to be an effective strategy to increase the use of mathematical practices for middle school students with ASD when solving multiplicative word problems. Four students eligible for special education services under the area of autism enrolled in sixth-grade general education mathematics classes increased their use of mathematical practices for two problem types (multiplicative comparison and proportion) and maintained the use of mathematical practices 4 to 8 weeks after intervention. Additionally, all participants generalized their use of mathematical practices to novel multiplicative comparison problems containing extraneous information, and three of the participants generalized mathematical practice skills to proportion problems containing extraneous information. Implications for practice are discussed.

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