Instructional Programming for Students with Autism
The symptoms mostly vary from mild to severe (Anderson, 2016). Asperger syndrome which is mostly known as the Asperger’s disorder was discovered by Hans Asperger a pediatrician who saw difficulties with social and communication skills in boys who had a normal intelligence and a language development. Most of the researches thought it was a milder form of autism and mostly referred to it as high functioning autism. Asperger syndrome is also referred to as a pervasive developmental disorder which is characterized by the inability to understand how to socially interact. Some of its features include clumsy and uncoordinated motor movements, a social impairment with an extreme egocentricity, and limitations of interest, non-verbal communication problems and repetitive routines (DuCharme & McGrady, 2013). Due to these factors, most of the students who suffer from Autism spectrum disorder are sometimes socially isolated (Anderson, 2016).
Suffering ASD makes students have difficulty in creating relationship hence they also lack the ability to respond to the traditional verbal and nonverbal communication. They suffer delayed language development at a tender age making it difficult to talk fluently. They end up having a hard time trying to maintain a conversation with someone else (Anderson, 2016). They mostly communicate by screaming if they do not know what to say or how they can be able to say it. Students suffering from ASD should be trained to communicate in a simple language and concrete for them to easily understand (Iadarola & Smith, 2016). Severe disabilities Students suffering from severe disabilities should have a specific way of educating them. They include inclusion, home school collaboration, staff development; data based instruction and the criterion of ultimate functioning (Godwin, 2010).
Part 2 A comprehensive description of the types of available special education programs and inclusionary opportunities in regular education classrooms which legally meet these students’ educational needs There are special education programs which help special students be able to achieve their education needs. One of the commonly used programs is the individualized education program (IEPs) which is mandated by the individuals with disabilities education act (IDEA) and basically defines the goal of an individual and objectives which aid a child suffering from disability. How the effectiveness of these special education programs and regular education inclusionary opportunities for these students would be regularly evaluated. Special education programs and regular education inclusion opportunities evaluation helps in learning more about the student and identifies the students strengths and weaknesses hence being able to boost the students’ development.
Special education programs when properly evaluated improves the academic performance of all students, both for those with disabilities and without disabilities. In addition, it can also diversify the students’ skills that will later help them in their coming future (Raths, 2010). From evaluation, the information helps the school decide whether the student is being favored by the special education program and whether he is doing well in school. The teachers should be in a position to be effective in instructing the diverse students. The special education teachers should also take the advantage of the partnership between the PK-12 and the higher education institutions hence being in a position to increase their experiences and resources for effective teaching of students with disabilities. The government should come up with policies and programs that will ensure that every teacher records skills in instructing students who are disabled.
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