The paper "Educational Interventions for Children with Autism" is a wonderful example of a research paper on education. Dianne (1999, p. 121) maintains that Autism is a development disorder that affects communication and social skills. There is usually a learning difficulty that is associated with children with autism. Children with autism have a common difficulty when making sense of the work and, on how others do things regardless of the general level of intelligence. Autistic Children have repetitive and restricted behavior due to the affected information processing in the brain through altered nerve cells and synapses connections and organizations.
They are several characteristics with people affected with autism that include communication problems. Children with autism seem to have no ability as well as understanding that is essential in engaging in any significant communication. Language development in those children is also very slow with speech patterns being weird as illustrated by Pennsylvania Bar Institute (2007, p. 21). Children with autism find it difficult to interpret signals and messages that many people take for granted including tone and voice, facial expressions, and gestures.
Those difficulties make it hard for children with autism to join and continue with the normal educational setting. It results in special attention being paid to those children when it comes to education especially with other normal children. It may sometimes lead to some adjustments in education environment settings in order for them to be accommodated well. However, it usually results in some implications for the other children with no autism. Barriers to Educational Setting They are several barriers that make it difficult to include children with autism in educational settings. This is mainly due to the problem they have in communication.
Autism Society of Kenya (2009) argues that due to their inability to engage in communicating necessary in education as well as poor understanding, it becomes difficult for them to be incorporated in the normal education setting. This becomes a big challenge especially when they are learning with others who have are normal. Slowness in the development of language is another challenge in children with autism. There is an inappropriate use of words in a child with autism which is a major challenge in the education of the child.
In any educational setting, the use of appropriate words is necessary for success in education and academic work. Therefore, any child with inappropriate use of words may have a hard time succeeding in education. Failure to recognize or even interpret signals and messages by children with autism may as well be another challenge in developing and succeeding in the education sector. Signals and messages are used to a greater extent in classes to emphasize and illustrate points hence failure to interpret and comprehend some of them like tone and voice may be a major barrier towards the success of a child.
According to Research-autism (2006), facial expressions and gestures are as well the most important signs used in the classroom. Therefore, the failure of an autism child to recognize the meaning as well as the difficulty of interpreting them is a major challenge towards his education capabilities. This is a greater extent hinders his success in the academic sector and work. Treffert (2005, p. 76) argues that in a class environment, there is a need for good social relations in order for improved success in any academic work.
However, failure by children with autism to socialize well may lead to being a big challenge in the education sector and related work. Their capability of developing relationships is impaired hence a big challenge and a major barrier towards academic achievement. This makes most children with autism not be able to achieve and socialize academically which is a major boost towards the development of a child in academic work. This is a major barrier to the academic achievement of an autism child.
Raskin (2004, p. 56) maintains that education requires some substantial amount of imagination in order for a child to be able to develop and achieve well academically. Another major barrier towards success in education is resistance to change of routine. It becomes a major problem or barrier as autism children are introduced in any form of academic work. This is because of the need to multitask on various routines at the same time when learning. Therefore, failure to become flexible to change results to a reduced rate of focus on various changing perspectives and illustrations in class that keep on changing.
This is hence a major barrier towards autism child’ s success in education. Quick change of temper in those children, as well as serious temper tantrums, results to poor understanding and comprehension in academic work.
Amy, B. 2006, ‘An observational analysis of self-stimulatory behavior and behavioral interventions’, Journal of autism management, Vol. 2, no. 4, pp. 189-197.
Articlesbase 2010, Teaching Autistic children to read-using art to break down the barriers, Viewed 12 June 2010, http://www.articlesbase.com/adhd-articles/teaching-autistic- children-to-read-using-art-to-break-down-the-barriers-2116684.html
Autism Society of Kenya 2009, Autism, Viewed 12 June 2010, http://www.sepkenya.com/phocadownload/autism.p65.pdf
Avril, V & Bruce, J 2005, Pre-schoolers with autism: an education and skills training program for parents: a manual for clinicians, Jessica Kingsley Publishers, London.
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Frith, M 2007, ‘Autism and psychological development’, Journal of Autism development disorder, vol. 2, no. 12, pp. 943-955.
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Kate, W 2004, Autism and Early Years Practice, Paul Chapman Press, London.
Lawrence, J., Mitchell, T. & Lovaas, T 2005, ‘Changes in self-stimulatory behaviors treatment’, Journal of abnormal psychology, vol. 13, no. 2, pp. 281-293.
Martine, I. & Nell, M 2002, Caring for a Child with Autism, Jessica Kingsley Press, London.
Maureen, A & Tessa G1999, The handbook of autism: a guide for parents and professionals, Routledge, London.
Michael, G 2008, Autism and it's Medical Management: A Guide for Parents and Professionals, Jessica Kingsley Publishers, California.
National Research Council (U.S.). Committee on Educational Interventions for Children with Autism 2001, Educating children with autism, National Academic Press, Michigan.
Pennsylvania Bar Institute 2007, Autism and education, Pennsylvania Bar Institute, Pennsylvania.
Research-autism, 2006, Issues faced by people with autism, Viewed 12 June 2010, http://www.researchautism.net/pages/problems/introduction
Robert, G. & Wilhelmina, E 2006, ‘Decreasing self-stimulatory behavior with physical exercise in a group of autistic boys’, Journal of Autism and Development Disorders, vol. 10, no. 4, pp. 379-387.
Robin, L & Dina, H 2002, Autism – From Research to Individualized Practice, Jessica Kingsley Publishers Ltd, England.
Raskin, O 2004, Focus on autism research, Nova Publishers, Michigan.
Shirley, C 2002, Targeting autism: what we know, don’t know, and can do to help young children with autism and related disorders, University of California Press, California.
Treffert, 2005, Varieties of repetitive behavior in Autism, Wiscon Press, Michigan.
Wilson, L 2003, ‘A Self-stimulatory behavior and perpetual reinforcement’, Journal of Applied Behavior Analysis, Vol. 5, no. 1, pp. 75-84.