An evaluation of the inclusion process for autistic students.
Written in 2009; 2,420 words; 11 sources; APA; $ 73.95
Paper Summary:
This paper discusses the inclusion process used for autistic students. The paper first explains that, when including autistic children into a general education classroom, specific areas that must be addressed are adaptations, therapeutic interventions, attitudes and parent-provider relationships. The paper then presents the advantages and disadvantages of placing autistic students in a self-contained class or being included in a general education class. This inclusion process, the paper indicates, has advantages and disadvantages for the autistic child, the regular students and the teacher. The paper concludes that the case for inclusion is strong if the student is capable of doing the work assigned and not acting out in class and if the teacher is prepared for this additional responsibility.
Table of Contents:
Introduction - Autism Spectrum Disorder
Inclusion and Self-Contained
Pros and Cons of Inclusion
Pros and Cons of Self-Contained
Inclusion and the Autistic Student
Pros
Cons
Ways to Facilitate the Autistic Student in the Inclusion Process
Ways to Facilitate the General Education Student in the Inclusion Process
Conclusion
From the Paper:
"A failure like that can breed more failures and lower levels of confidence than would be seen if the student was allowed to hold his or her own or even excel in an autistic or special education classroom. Confidence that might have been seen by allowing these students access to general education classes might be lost in the students' lack of ability to keep up with general education students. There is also a concern about classifying students as autistic students and then putting them in with the general education population."
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