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Autism: When inclusion does not work.

Autism: When inclusion does not work. Hannah Townsend Matthew Cruea William Bishop Brianna Woodyard Dr. Bell. The school that our scenario takes place in is a suburban school in a community with average income. . Demographics.

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Autism: When inclusion does not work.

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  1. Autism: When inclusion does not work. Hannah Townsend Matthew Cruea William Bishop Brianna Woodyard Dr. Bell

  2. The school that our scenario takes place in is a suburban school in a community with average income. Demographics.

  3. Jake has severe Autism and is in a general classroom full time. • Jake has an IEP and a special education teacher that floats with him to most of his classes for additional support. • Sometimes Jake is teased or shunned by his peers because he is socially awkward and has inadequate communication skills. While other 7th graders are interested in the daily gossip, sports, and movies, Jake is interested in trains. Trains are the only thing that Jake likes to talk about and learn about. Jake and his peers have nothing in common, but he maintains average grades in the general education classroom. Scenario

  4. Ms. May, Jake's general classroom teacher is realizing that Jake does not work well in certain situations. Jake can complete his work easily with the assistance from Mr. Yoon, his special education teacher, but when doing group work Jake cannot work with others. Jake is controlling and aggressive toward his peers. • Not only does Ms. May think that a special education classroom would benefit Jake, she also thinks that it would benefit her other students. The other students are being effected by Jake's aggressive behavior. Mr. Yoon also believes that Jake would do better in a special education classroom because he could have one on one attention. Mr. Yoon believes that Jake's aggression is caused by his lack of communication skills. Jake feels singled out among the other students and reacts aggressively. • The problem is that Jake's parents really want him to be in a general education classroom full time. • After a meeting involving Jake, Ms. May, Mr. Yoon, and Jake's parents, they made it clear that they do not want him taken out of his general education classroom and placed in special education classes. • Since Jake's parents will not allow him to be taken out of the general education classroom, how are Ms. May and Mr. Yoon going to ensure that Jake gets the attention he needs? Ethical Dilemma

  5. One useful way to help develop Jake's communication abilities would be through peer tutoring. By finding a responsible and comforting student that is of Jake's grade level and age, they can work together to help Jake become more comfortable with other students. In CWPT, or Classwide Peer Tutoring, all students are paired with another and this may also help Jake feel less isolated when it comes to his tutoring. What can be done to help develop Jake's communication skills in an inclusive classroom?

  6. One way the teachers can help is by setting aside time to introduce Jake to an antecedent procedure called "Priming." Also known as "pre-practice," it allows students to essentially get their feet wet in uncomfortable situations. If Jake has trouble being too aggressive in groups, a priming session focused on groups featuring the more comforting personas of his educators may prove helpful. What can the teachers do specifically to help accommodate Jake?

  7. Per the source: "Inclusion for children with autism is important because education and socialization for children with autism is important. It can be argued that our failures to produce quality inclusion for these students • are tantamount to our failures to provide them with a quality education. • Our successes possess an analogous equivalency." • Essentially, it is important to help develop Jake as a member of society and not continue to develop his feelings as a pariah and outcast. Inclusiveness in the classroom can lead to inclusiveness in later life. Why is it important to Jake’s parents to keep Jake in an inclusive classroom? Do they have a point beyond just wanting a “normal” life for their child?

  8. Jake’s scenario involves four important people. • Jake, his parents, Mr. Yoon, and Ms. May • Because Jake’s parents insist on him being in a general education classroom, his teachers must accommodate him. • Mr. Yoon can give Jake more one-on-one time. • Ms. May can either give Jake different assignments when the rest of the class is doing group work or individually help Jake become more comfortable working with his peers. Conclusion.

  9. Harrower, Joshua. Including Children With Autism in General Education Classrooms: A Review of Effective Strategies. https://depts.washington.edu/pdacent/Publications/Dunlap/Dunlap1.pdf Bibliography

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