An analysis how autistic students can achieve academic success through effective programs.
Written in 2003; 1,375 words; 5 sources; APA; $ 45.95
Paper Summary:
Students who suffer from the condition of autism present educators and policymakers at all levels with a complex set of questions about how to best help these students achieve the best possible academic outcome, while balancing the needs of other students in the school systems. "Mainstreaming" such learning disabled students has become a popular approach and has proven to be an effective alternative to many special education settings, but the fact remains that students who suffer from autism, like all other people, have highly individualized needs that, in some cases, cannot be adequately addressed in a typical classroom setting. This paper shows that understanding when and why and for how long to include students with autism in a mainstream classroom has become an extremely important issue for educators today. This paper examines the scholarly literature to develop answers to these questions, followed by a summary of the research in the conclusion.
From the Paper:
"Today, approximately 5 percent of all public school students are identified as having a learning disability. This broad category includes disabilities in reading, language, and mathematics. One in every 10 students in public schools today receives special education under the Individuals with Disabilities Education Act (IDEA). According to Horn and Tynan (2001), prior to the 1950s, the federal government was not routinely involved in the education of children with special needs. ?A few federal laws had been passed to provide direct educational benefits to persons with disabilities, mostly in the form of grants to states for residential asylums for the ?deaf and dumb, and to promote education of the blind.? These laws, however, were in the tradition of providing residential arrangements for persons with serious disabilities, services that had existed since colonial times? (Horn & Tynan, 2001, p. 36). These researchers point out that absent federal law, how -- and even whether -- children with disabilities were to be educated within the public schools was left to the discretion of the states and their local school districts. This state of affairs changed dramatically in 1975, though, with the passage of the Education of All Handicapped Children Act (PL 94-142)."
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