Educating Students with Diverse Abilities - Autism
1.0 Introduction:
Autism Spectrum Disorders (ASD) are one of the most common disabilities teachers will face in the classroom. Approximately 1 in 160 children are being diagnosed with having ASD, with autistic disorder (autism) and Asperger 's disorder the most prevalent (Australian Advisory Board on Autism Spectrum Disorders, 2007).
Australia promotes an inclusive education system meaning that all students with disabilities are encouraged and entitled to be educated within a general school setting where possible. Research shows that distinct improvements in children with ASD can be made if early diagnosis and the right interventions are implemented as early as possible (Australian Advisory Board on Autism Spectrum Disorders, 2008).
It is therefore important that generalist primary school teachers are educated about ASD and its multitude of diversity in order to be able to enhance the learning experiences and produce positive outcomes of children with ASD in their classrooms.
1.1 Overview of Autism Spectrum Disorder:
Autism Spectrum Disorders are lifelong developmental disabilities caused by brain abnormality (Dawson et al., 2002). The disorder can be defined by difficulties in social interaction, impaired communication, restricted or repetitive interests and behaviours, and sensory sensitivities (Rosenberg, Westling & McLesky, 2008). The word 'spectrum ' is used to describe the disorder because the range and severity of the difficulties people with ASD experience can differ extensively. The British Columbia Ministry of Education Special Programs Branch (2000, p. 5) document that the Autism Spectrum Disorder umbrella is classified into the following five specific conditions:
• Autistic Disorder (autism)
• Asperger’s Disorder
• Childhood Disintegrative Disorder (CDD)
• Rett’s Disorder
• Pervasive Developmental Disorder - Not Otherwise Specified
(PDD-NOS)
Autistic disorder (autism) and Asperger 's disorder are the most predominant
Autism Spectrum Disorders (ASD) are one of the most common disabilities teachers will face in the classroom. Approximately 1 in 160 children are being diagnosed with having ASD, with autistic disorder (autism) and Asperger 's disorder the most prevalent (Australian Advisory Board on Autism Spectrum Disorders, 2007).
Australia promotes an inclusive education system meaning that all students with disabilities are encouraged and entitled to be educated within a general school setting where possible. Research shows that distinct improvements in children with ASD can be made if early diagnosis and the right interventions are implemented as early as possible (Australian Advisory Board on Autism Spectrum Disorders, 2008).
It is therefore important that generalist primary school teachers are educated about ASD and its multitude of diversity in order to be able to enhance the learning experiences and produce positive outcomes of children with ASD in their classrooms.
1.1 Overview of Autism Spectrum Disorder:
Autism Spectrum Disorders are lifelong developmental disabilities caused by brain abnormality (Dawson et al., 2002). The disorder can be defined by difficulties in social interaction, impaired communication, restricted or repetitive interests and behaviours, and sensory sensitivities (Rosenberg, Westling & McLesky, 2008). The word 'spectrum ' is used to describe the disorder because the range and severity of the difficulties people with ASD experience can differ extensively. The British Columbia Ministry of Education Special Programs Branch (2000, p. 5) document that the Autism Spectrum Disorder umbrella is classified into the following five specific conditions:
• Autistic Disorder (autism)
• Asperger’s Disorder
• Childhood Disintegrative Disorder (CDD)
• Rett’s Disorder
• Pervasive Developmental Disorder - Not Otherwise Specified
(PDD-NOS)
Autistic disorder (autism) and Asperger 's disorder are the most predominant
References: Australian Advisory Board on Autism Spectrum Disorders. (2007). National Call To Action. Retrieved March 21, 2011, from http://www.autismaus.com.au/uploads/pdfs/Autism_NationalCalltoAction_Oct07.pdf Australian Advisory Board on Autism Spectrum Disorders Australian Advisory Board on Autism Spectrum Disorders. (2010). Education and Autism Spectrum Disorders in Australia: The provision of appropriate educational services for school-age students with Autism Spectrum Disorders in Australia Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2006). Teaching Challenges and Dilemmas (3rd ed.). United Kingdom: Cengage Learning Light, J Osborne, A., & Dimattia, P. (1994, September). The IDEA 's least restrictive environment mandate: legal implications. Exceptional Children. http://findarticles.com/p/articles/mi_hb3130/is_n1_v61/ai_n28643419/ Rosenberg, M., Westling, D., & McLesky, J The State of Queensland (Department of Education and Training). (2006). Retrieved March 21, 2010, from http://education.qld.gov.au/studentservices/learning/disability/generalinfo/asd/asd1.html Trapani, C