Inclusive Programs for Students with Autism Spectrum Disorder - Essay Example

Inclusive Programs for Students with ASD Insert Name Course, Class, Semester Institution Instructor Date Inclusive Programs for Students with ASD Introduction Apparently, autism is among the most painful things that a parent may have to live with. A fact that remains unknown to many people is the autism is a condition grouped under what doctors refer to as ASD or Autism Spectrum Disorder. The condition is in such a way that it interferes with the normal development of the brain of a child. The condition is common in children below the age of three years and cannot be noticed such early stages because of the common presumption that a child of that age cannot communicate well (Shally & Harrington, 2012). The parents only come to realize the presence of the condition when the child is of speaking age but cannot utter a single word. This is when problems begin as the parents set out to look for alternative ways of getting the child to behave and grow like others. The problem cannot be cured as the medical world has not come up with an explanation behind the condition. Currently, doctors have not established the cause of autism. Many associate it with genetics while others argue that the condition has yet to be established for a cause and cure. Presently, the only remedy for the condition is a multidisciplinary intervention which takes the efforts of professionals from a number of fields that deal with children (Breakey, 2006). The main problem facing children with autism is the difficulty to interact with others. This paper is an explication of the whole idea behind autism and the difficulties encountered by teachers and other professional in having students with ASD participate in inclusive programs. An overview of inclusive programs Inclusive programs are considerably different from the integration programs designed under the traditional system of education that encourages the presence of special programs and classes for the children with special needs. Worth noting is the actuality that under the inclusive programs, both non-disabled and the disabled children undergo the same curriculum and use the same resources, are taught by the same professionals and play together (Sacks, 2001). In a nutshell, the inclusive programs are against the existence of special schools and work the presumption that all children are children before anything else. All children have the same needs in their capacity as children. These are the philosophies behind inclusive programs. The history of inclusive programs can be traced fifty years ago back in Denmark. In Denmark 99% of the children with autism are enrolled in various inclusive programs. The people behind such efforts are government agencies and other children rights pressure groups. Over the years, inclusive programs have received full support from the government and the private sector. The inclusive programs have been tested in most countries, with people looking at them differently. While some people think the programs are effective, others hold contrary opinions regarding the institutions with such programs. The assumptions behind the initiation of the inclusive programs include such perspectives as care for all children (Meisels & Shonkoff, 2000). All children need the feeling of affiliation and belonging. Such feelings give a child emotional stability. Psychologists argue that children need to be shown love and appreciation. Segregating a child with disabilities is a decision that has no moral backing especially considering that all human beings are equal and should be treated with equal dignity. It is of primary importance to not that the people that are disabled are not lesser beings, but normal people trapped in some unfortunate circumstances. The practices that characterize inclusive programs In inclusive programs some of the most common practices revolve around class work and play – the two major reasons why children go to school. It is important to note that in an inclusive school program, students are encouraged to share things ranging from ideas to materials. By materials, it means that the children should indiscriminately share books and such things as toys and songs. The teachers and other instructors encourage students to play together by making up teams that have both non-disabled and the disabled members (Breakey, 2006). This way, the disabled members, especially those with autism learn various things from the normal children. For instance, they get the opportunity to learn how to read and interpret the facial expressions and various body languages and tonal variations. Similarly, they can manage to learn various ways of perceiving human feelings. Teachers and other child professionals emphasize the fact that children in an inclusive program should assist one another with class assignments and other class work duties. The psychiatrists explicate the point that children with disabilities learn faster and more easily from their fellow children than from adults. Psychologists explain that it is not simple to explain or even understand the language used by children (Shally & Harrington, 2012). Over the years, psychologists have explained that a Chinese child brought up in china and only speaks Chinese can effortlessly play and have fun with an American kid raised and brought up in America, only speaking American English. The children will play despite their language barrier problem. Similarly, psychologists explain, non-disabled children are likely to communicate better with disabled children than the way a teacher can communicate with such disabled children. Expert opinions Experts hold contrasting opinions relating to the use and effectiveness of inclusive programs. Apparently, among the experts, we have the proponents and the opponents of the idea. The opponents think that these programs are a waste of time and resources, and that they cannot be a way of making the disabled lot feel as if they are part of normal humanity. The opponents have various arguments supporting their views. On the contrary, the proponents of the idea have strong arguments in support of the idea that inclusive programs are effective in reducing the problems faced by the disabled children (Manset & Semmel, 2007). While the opponents argue that the programs are expensive and slow, the proponents think that such programs are the most effective way of bringing together children in such a way that the disabled can feel loved, affiliated to society and appreciated by peers. This can as well, according to many proponents, boost the self worth of the autistic children. Proponents argue that, from a morality point of view, inclusive programs are the best as they make all children feel equal and appreciated. Morally, they argue, it is not in order to have normal children access resources and opportunities that the autistic peers cannot access. This is an abuse of the dignity of the students with autism. It is important to note that in the event that an institution decides to segregate children with disabilities, they will feel abused and even disrespected in such a manner that they cannot consider themselves useful or productive (Gillott et al, 2001). The proponents of the idea of inclusion argue that as a matter of common knowledge, inclusive programs empower the autistic children and cultivate a sense of leadership in both normal and autistic children. According to the proponents, the inclusion programs can be counterproductive as the non-disabled children may, out of lack of understanding, ridicule the disabled children – something that is so much likely to cause low self esteem in the disabled child (Sacks, 2001). Worth noting is the actuality that disabled people have a soft spot, psychologically speaking. Ridiculing the autistic students is equal to adding salt to a fresh wound. Secondly, the opponents of the idea of inclusion argue that the programs are considerably costly and slow compared to the conventional special schools to which government aid was prioritized. The actuality that the inclusive programs need to be coupled with a multidisciplinary intervention effort makes such programs costly to the parents. The slow pace of learning in autistic children, according to many opponents, affects the rate at which the non-disabled child learns. Such conflicting expert opinions have und identified as the primary reason behind the fact that autism has not been explained in terms of cause and cure. What all experts agree upon in near unanimity is the actuality that the best way of approaching autism is through a multidisciplinary early intervention approach. Multidisciplinary early intervention approaches are deliberate efforts motivated and initiated by parents and other concerned parties to have a disabled child live a normal life. It is imperative to mention that multidisciplinary efforts take the expertise of such professionals as teachers, linguistic experts, speech therapists, as well as other occupation therapists (Shally & Harrington, 2012). Multidisciplinary early intervention is particularly important and effective as the combined efforts of the professionals reveal the challenges and weaknesses of the child from all angles. Despite the reality that such programs are expensive and time consuming, they are likely to help a child lead a normal life and learn to interpret human feelings and languages. Differences between mainstream schools and special schools As opposed to mainstream schools, special schools have fewer students. Talking of autism, one out of every 188 children has autism. What varies among the autistic children is the extent to which they are affected by autism. Assuming that all autistic children went to special schools and all non-autistic students went to mainstream schools, the population ratio between the two would almost be negligible (De, 2003). This explains why the special schools are smaller by population. Secondly, the approach taken by teachers in the special schools is not the same as the approach of teaching used kin the mainstream school. The way of teaching normal children is considerably complicated since their brains are perceived to be more capable of grasping concepts than the brain of an autistic child. Teaching in the special schools takes simple forms that do not call for much mental strain. For instance, sign language may look too difficult but is particularly easy when taught in special schools. ASD Awareness The second day of April every year is the world’s autism awareness day. Perhaps this explains how imperative autism awareness is. The first step towards any form of early intervention is awareness. A person, especially, a parent or guardian has to be aware of the condition before looking into ways of employing early intervention. Awareness about autism is not as common as is the misconception held by many. Being aware about autism can be considerably challenging especially where the parent is not in constant touch with the child (De, 2003). Considering that the condition is characteristic of the age of one to three years, it may be difficult to learn about the condition especially since most parents assume that the quiet tendencies of a child are because such a child is an introvert. Doctors and other health professionals have not come up with a particular way of helping people identify autism. Even so, psychologists have explained various ways that a parent can use to identify signs of the conditions. A child that isolates himself with his toys stacking them together, disarranging and rearranging them repeatedly is likely to be autistic (Shally & Harrington, 2012). Specialists explain that where the child cannot react to a situation the way other people react, this is likely to be an indication of autism. For instance, where people see something amusing and laugh but eh child remains unmoved, this is a very crucial sign of autism. Autism awareness is highly recommended as the earlier it is discovered, the better for both the victim and the guardian or parent. Autistic children have special needs since they are substantially different from normal children. The children with autism require to be treated kindly and tenderly. They require close attention as they may harm themselves. Worth noting is the point that unlike non-autistic children, the autistic students have a low self esteem and require to be made at home. They need to feel appreciated and loved. Autistic children need to be treated with kindness as they are easily destabilized emotionally. Essentially, autistic children require special handling so that they can learn more about human feelings such as happiness, anger and suffering. Typically, due to communication problems, autistic children may find it hard to read what their fellow student feels. They do not easily interpret what is being put across, be it orally or through the use of body language. This is more reason why they need closer attention in such a way that they can get used to people and learn how to communicate well. Challenges encountered when implementing inclusive programs for students with ASD Implementing inclusive programs for children with ASD is not the easiest of tasks. The primary reason, why this is so, is because unlike non-autistic children students with autism encounter communication problems. Communication is the concept behind all social processes. As such, autistic children cannot socialize or learn with the ease that the non-autistic child will learn. The problems are discussed in detail below. The difficulties related to the unique needs of children with autism The number one challenge encountered when implementing inclusive programs for students with autism is the fact that such children have outstanding needs. Outstanding needs are needs outside the ordinary needs.oin an inclusive program, the assumption is that the children will socialize and interact without much problem. This turns out to be a challenge when the autistic child finds it hard to interact with his peers because he has unique needs such as tender treatment. When children are playing, they do not have reservations for the special visitor. This, again, pushes the autistic child away from other children. This makes the inclusive program a total failure. Additionally, it is important to note that the children with autism may appear unique to the non-autistic children that it provokes ridicule. Such ridicule makes the autistic child fear exposing their weaknesses. In an inclusive problem, the professional treat the children equally and teaches them at the same rate. The teacher that perfectly understands the nature of autism will come back to the individuals with autism and try to make them understand. This makes the programs a time consumer. Communication problems Apparently, communication is a major problem to all children with autism. Communication is said to be difficult to the autistic children because they find it a challenge to express themselves. Similarly, these children with autism are in such a way that they cannot easily interpret sign language before going for classes. This gives them difficulties trying to communicate with their peers in an inclusive program. Apparently, inclusive activities such as collective learning, mutual assistance and playing call for communication, or, at the least, the ability to interpret the feelings of the other people in the program. Considering that autistic children cannot effortlessly express their anger, joys and fears, it becomes quite clear that indeed bringing autistic and non-autistic children together in an inclusive program is not as practicable as it sounds. It is quite a challenge helping the kids communicate especially during the first days of the program. Dealing with such challenges can be particularly disturbing and involving with most efforts ending up futile. Social skills Talking of social skill, what should immediately come to the mind is friendship and other social relationships. Autistic children do not posses any social skills. Apparently, social skills are based on feelings and inner emotions. It is because people which to communicate their emotions that they opt to form friends and other intimate relationships (Breakey, 2006). It is therefore a matter of common knowledge that autistic children cannot easily be included in such programs. The main explanation for this is that they do not have the two fundamental factors that form the foundation for socialization. In straightforward terms, they do not possess the ability to perceive emotions and deep feelings. Additionally, they do not posses communication skills. This can be summed up in one statement – autistic children have poor social skills. Maintaining consistency with the autistic child’s schedule It is important to understand that the normal day of an autistic student is extremely different from the normal day of an average non-autistic student. The schedules of the two students are particularly different due to the reality that the autistic child has extra unique needs. The most difficult thing about the putting the two children in an inclusive program is the fact that the autistic child will feel disregarded that his schedule is being ignored in favor of that of the non autistic child. The major result is that the autistic child may lose self confidence while in the inclusive program. Considering that students with ASD are considerably few, a student with autism may feel misplaced in the group brought together by the inclusive program. Handling behavior changes While there is no scientific explanation behind such changes, psychologists and psychiatrists maintain that autistic children do change their conducts after some time in the inclusive program. The problem with such changes is sustainability. A student in an inclusive program may change their conduct for some while or because there was a certain occurrence in the inclusive activities that impacted on them. In the event that such a thing does not occur a second time, the person may get frustrated to an extent that they change their behavior for the worse. This is the reason why sustaining such behavior is referred to as one of the primary challenges encountered when implementing inclusive programs for students with ASD. Meeting the challenges through evidence based practice These challenges can be met through evidence based practice. By evidence based practice, it means that the challenges will be tackled using practical means while embracing relevance. Perhaps the most appropriate evidence based practice or approach that can be adopted kin solving or rather meeting the challenges is what is referred to as multidisciplinary intervention. Multidisciplinary intervention is a combined effort that focuses on the use of more than one professional approach to come up with a solution to a phenomenon. As stated earlier, autistic children have varying needs. In straightforward terms no two autistic children exactly the same needs. This is primarily because the degree of autism varies from one person to another. Therefore, the best way of incorporating autistic children into the inclusive programs is by carrying out multidisciplinary analysis on the children. Multidisciplinary analysis entails the use of various professional to prescribe the needs of the child (Great Britain & Great Britain, 2009). In multidisciplinary or evidence based approaches, speech pathologists, psychiatrists, psychologists, teachers and occupational therapist examine the autistic student with an aim of establishing the unique needs and providing suitable remedy. Personal views In my views, autism is a complicated condition and should be treated as such. The primary remedy to the condition is multidisciplinary intervention. Multidisciplinary intervention should be employed, and should be practiced early enough such that the effects of autism should not go further. I am of the view that autistic children should be involved in inclusive programs as a way of boosting their social skill. I however, am of the view that such inclusion should not only be limited to the school environment. Parents should be encouraged to create inclusive activities in the home setting such that the autistic child can be involved in such things as collective decision making as well as be made to participate in various activities within the home. Essentially, parents should encourage play with siblings and peers. Conclusion In conclusion, it is clear that autism is a complicated condition. The medical world and the experts of neurology have not been able to explain the causes and cure of the condition. Even so, the condition can be taken care of through early childhood intervention. Early intervention must however take a multidisciplinary approach. Inclusive programs, which involve both non-disabled and disabled children, enable the disabled children to learn from the non-disabled children. However there are various challenges encountered in designing such inclusive programs for autistic children. Such problems include communication problems, poor social skills, behavioral changes, unique needs and maintaining the schedule of an autistic child. Looking at the challenges from evidence based approach; the solution revolves around multidisciplinary approaches of identifying and trying to remedy the problems. In my view, the inclusive programs should not just be restricted to the school setting; they can as well be applied at home. References Breakey, C. (2006). The autism spectrum and further education: A guide to good practice. London: J. Kingsley. De, G. J. (2003). Special education: Yearbook of the European Association for Education Law and Policy. Dordrecht [u.a.: Kluwer Acad. Publ. Gillott, A., Furniss, F., & Walter, A. (2001). Anxiety in high-functioning children with autism. Autism, 5(3), 277-286. Great Britain., & Great Britain. (2009). Supporting people with autism through adulthood: Report. London: TSO. Manset, G., & Semmel, M. I. (2007). Are inclusive programs for students with mild disabilities effective? A comparative review of model programs. The Journal of Special Education, 31(2), 155-180. Meisels, S. J., & Shonkoff, J. P. (2000). Handbook of early childhood intervention: [...]. Cambridge [England] [u.a.: Cambridge University Press. Sacks, A. (2001). Special education: A reference handbook. Santa Barbara, Calif [u.a.: ABC-CLIO. Shally, C., & Harrington, D. (2012). Since we're friends: An autism picture book. New York: Skyhorse Pub. Read More