Autism: Educational and Social Effects
Autism: Educational Social Effects
As a student living with no impairing physical or mental disability, it is difficult to imagine life any other way. On the other hand, when taking the time to contemplate what people with disabilities, such as Autism have to cope with, I realize just how much I take for granted in every day life; such as options to any class, learning at a normal pace, and peer interactions, to name a few. Autism not only affects people physically, but socially as well, ensuing subordinate self esteem, meager social skills, and poor peer relationships, aspects of maturing which are crucial to proper development. A child with disabilities is presented with two options when beginning school. The first is called integration, or to be incorporated into a classroom of students without disabilities, and the second option is to be isolated into a classroom with students working with disabilities. Even though each option is said to have its positive and negative sides, a recent study conducted by Donna Kam Pun Wong, a professor and social worker, proves that integration hurts children, rather than helps them socially (Wong 3). Many parents of autistic children voiced their apprehension concerning inclusion, and the social effects it had on their children. The parents felt it made their children feel self-conscious because of the extra attention they required from the teacher, noticeably thieving the teacher's attention from the rest of the class (Wong 3). The parents dreaded the resentment the average child would naturally feel when forced to acclimatize to this obviously different student. Many parents even felt inclusion was a violation of their rights to be thoroughly involved in the planning and decisions of their child's education process (Wong 3). But what do the children think? A case study was conducted by Brenda Myles and Richard Simpson on the behavior and interaction of children with Autism when integrated with children of
As a student living with no impairing physical or mental disability, it is difficult to imagine life any other way. On the other hand, when taking the time to contemplate what people with disabilities, such as Autism have to cope with, I realize just how much I take for granted in every day life; such as options to any class, learning at a normal pace, and peer interactions, to name a few. Autism not only affects people physically, but socially as well, ensuing subordinate self esteem, meager social skills, and poor peer relationships, aspects of maturing which are crucial to proper development. A child with disabilities is presented with two options when beginning school. The first is called integration, or to be incorporated into a classroom of students without disabilities, and the second option is to be isolated into a classroom with students working with disabilities. Even though each option is said to have its positive and negative sides, a recent study conducted by Donna Kam Pun Wong, a professor and social worker, proves that integration hurts children, rather than helps them socially (Wong 3). Many parents of autistic children voiced their apprehension concerning inclusion, and the social effects it had on their children. The parents felt it made their children feel self-conscious because of the extra attention they required from the teacher, noticeably thieving the teacher's attention from the rest of the class (Wong 3). The parents dreaded the resentment the average child would naturally feel when forced to acclimatize to this obviously different student. Many parents even felt inclusion was a violation of their rights to be thoroughly involved in the planning and decisions of their child's education process (Wong 3). But what do the children think? A case study was conducted by Brenda Myles and Richard Simpson on the behavior and interaction of children with Autism when integrated with children of