Introduction
Children with Autism Spectrum Disorder (ASD) are becoming more prevalent, and our educational system is struggling to provide for their requirements. Although normal classroom instructors are becoming more aware of the strategies that may be used to guarantee success for kids with ASD, there is still a need for ongoing professional development in the field. Many children with ASD attend normal educational settings thanks to inclusive strategies. Support might be essential for coping with the associated tensions and realizing its advantages. The inclusive education agenda, long-term development, and wellbeing can all suffer from a lack of support. Therefore, this research review discusses the various challenges that autistic students have in academic settings. It also makes recommendations for doable academic, behavioral, and social techniques that teachers may use in their classes to boost the performance of kids with ASD and their learning opportunities.
Autism in Early Childhood
The outcomes for autistic people may be improved with early detection of autism and subsequent proper intervention. While they also face a variety of challenges, people with autism show numerous qualities. Social communication issues that affect the creation and maintenance of relationships as well as repetitive or limited behavioral patterns are some of the diagnostic features. Core skills and degrees of functioning in daily life vary substantially among people with an ASD diagnosis. They may frequently have other conditions including intellectual disability, mood disorders, anxiety, or attention deficit/hyperactivity disorder (ADHD). A person with autism has specific educational requirements and impairments as a kid since autism affects their ability to learn.
Impact on the Child
Restricted, repetitive patterns of behavior and interests or activities are the symptoms of ASD, a condition with an early onset that affects neurodevelopment. Autism is currently thought of as a spectrum condition with wide variances among sufferers’ social, linguistic, and cognitive skills (Baio et al., 2018, p. 7). ASD patients may require ongoing care in various circumstances and may require varying degrees of psychological support to reach relative independence.
Social Communication
Children who have been diagnosed with autism have varied degrees of communication difficulties depending on their age and intellectual capacity. The deficits range from speech delays, monotonous speech, echolalia, pronoun reversal, and poor comprehension to a complete lack of spoken language (Hodges, Fealko and Soares, 2020, p. 57). Non-verbal communication is also impaired and may include poor eye contact, difficulties in understanding facial expressions and descriptive gestures, to name a few. Another important feature of individuals with ASD is deficits in socio-emotional reciprocity. A child with autism is less likely to initiate conversation, show less interest in peer interactions and, generally, find it difficult to adjust their own behavior according to different social situations.
Restricted Repetitive Behaviors
The confined and repetitive behaviors that ASD patients display can vary. Simple stereotyped motor actions like flapping the hands and flicking the fingers are examples of repetitive behaviors. Other repetitive activities include lining up toys or using objects in the same way over and over. Resisting change or having fixed interests that are too intense or narrow in their focus are examples of limited behaviors (Hodges, Fealko and Soares, 2020, p. 59). Further, some children with ASD may present hyper and hyposensitivity to various sensory stimuli, presenting an extreme response to various sounds, lights or smells, or a decreased reaction to pain.
Evaluation of Child’s Needs in An Educational Context
Children and youth with ASD are still more likely to experience poor academic outcomes, including tense interactions with general education teachers and more restrictive classroom placement, even though much has been learned about how to educate children with ASD and program successes are widely lauded. Such consequences are probably a result of the significant behavioral challenges that ASD children frequently exhibit, as well as the social issues that are fundamental to the ASD diagnosis. Indeed, it has been documented that individuals with ASD have significantly higher behavior problems than those with intellectual disability and those with typical development (Teague et al., 2019, p. 482). These heightened externalizing and internalizing problems evident in ASD, as well as poorer social skills, may also place these young students at risk for poor long-term school adjustment.
The attitudes and teaching methods used in inclusive education consider the diversity of educational culture, practice, and legislation. Additionally, for inclusive education to be successful, all staff members must have the same expectations for inclusion from the school leadership in addition to having a clear understanding of what inclusion entails. Researchers Dotger and Coughlin looked at the choices and behaviors made by school officials towards individuals with ASD (2018, p. 29). They found that there is a pervasive culture and structure that frequently excludes students with disabilities when things get challenging in the classroom. This behavior shows good intentions with unfavorable outcomes for the ASD kid. Ultimately, the best solution to the needs of children with autism is providing an inclusive education system in which they participate freely with other children without exclusion.
Learning Needs
For children with ASD, schools serve as a crucial management and educational care facility in many parts of the world. A study by Vasilevskiy Petrovska et al. (2021, p. 138), indicates that after receiving an ASD diagnosis, the majority of children with high levels of support needs will require individualized education plans in order to gain the skills and knowledge needed to help them and their families deal with the day-to-day requirements of their condition. Education for kids with disabilities has the same objective as education for kids without disabilities: to help kids realize their full potential and live fulfilling lives as contributing members of their communities. To learn the material being taught, children with autism frequently need additional services and supports.
With limited possibilities for interaction with peers without impairments and frequently no access to the curriculum being studied by their peers, pupils receiving specialized education services are segregated in other classrooms or schools. Giving all students the specialized supports and services, they require, such as access to assistive devices, teacher assistants, and an adapted curriculum, to participate in class successfully is part of the movement away from segregation and toward including all students in general education classrooms and schools (Cañete and Peralta, 2022, p. 86). This change is frequently significant and calls for patience, political determination, and awareness of the advantages of inclusive education for all kids.
Physical
Physical activity is beneficial for child development, including socialization and health. International organizations now strongly advocate for engagement in regular physical activity as universally beneficial for all children regardless of ability status (DiPietro et al., 2020, p. 17). Despite the increased research emphasis on physical activity and its health- and development-related benefits for people and youth with disabilities (Hassan et al., 2018, p. 174), young children and adolescents with special educational needs and disabilities (SEND) remain disproportionally negatively affected by health conditions relating to physical inactivity and sedentary time (Collins and Staples, 2017, p. 57). Physical activity is one of the ways that benefit ASD students in their socialization and educational needs.
Intellectual and Sensory
Children with ASD generally experience limitations related to the adaptive skills that support safe and independent function, which is often associated with impairment of cognitive skills. Adaptive skills are the means by which a person meets their own needs and responds to environmental demands and expectations in ways that are appropriate for their age, social status, and culture (Derks, Willemen and Sterkenburg, 2022, p. 105). Conceptual adaptable skills, functional skills like reading and writing, and social adaptive skills are three behavior domains with related adaptive skill areas that make up adaptive skills. Social problem-solving abilities and practical adaptive skills include self-care, surviving at home and school, staying well, and staying safe. Examples of cognitive skills include the development of judgement, reasoning, comprehension, and executive functions. The greater difficulties that children with ASD may face in terms of autonomy and social interaction may be caused by limitations on adaptive and cognitive skills in these key areas. To help kids in these populations develop their cognitive and adaptive skills, as well as to improve their everyday functioning and social interaction, effective intervention programs are required. Serious games are an innovative and promising intervention for this target group.
Social and Behavioral
Children with ASD suffer in social situations regardless of their age or level of functioning, which includes issues with effective communication, sharing interests and hobbies, and emotional reciprocity. Given these particular social difficulties, many parents of ASD children have urged integrating these kids into regular education classes to help them develop their social skills and expose them to the conventional curriculum (Rotheram-Fuller et al., 2010, p. 1230). The advantages of social connections for ordinarily developing children have been well demonstrated. Having friends is associated with pro-social skills, better academic achievement, a decreased risk of dropping out of school, and a lower likelihood of later experiencing adjustment challenges, according to research by Rotheram-Fuller et al. (2010). More social connection benefits children’s language development and social play behavior. The inclusion of autistic students in inclusive classroom settings affects both their capacity to generalize social skills learned in school and the quality of their social initiations. Typical peers can help maintain and generalize social skills when they are employed as social role models in inclusive classrooms, which is often not the case when using an adult role model in a clinical intervention.
Current Policy and Guidance on Autism and Inclusive Education
The paradigm shift from exclusion to inclusion in education, in line with the global community, has led to a sizable increase in the proportion of ASD students being educated in regular classrooms. The SEND Code of Practice sets out the principles, legislative background and processes in place to support young people with SEND (Department for Education and the Department of Health, p. 12). The Code needs all educators to meet the needs of children with SEND, promote equality and inclusion; especially by removing barriers that prevent the children from accessing early education and working with parents to give each child support to fulfil their potential. There is no agreement on what the term inclusive education means from a legal perspective. Education that is inclusive is obviously not equivalent to education provided in special schools, especially when individuals with disabilities are not given the option to decline enrollment in such institutions. However, inclusive education is not the same as integration, which would only grant children with disabilities access to regular schools without allowing them to get an education that takes into consideration their unique needs.
All children are unique, and inclusive education understands that children with disabilities should have access to the mainstream school system. It aims to counteract discriminatory attitudes, foster welcoming communities, accomplish education for all, and enhance the quality and efficacy of education for mainstream students by considering the diversity of learners. The premise behind inclusive education is that some children, due to their disabilities, have unique educational needs that prohibit them from benefiting from the schooling that is normally provided for kids their age without extra assistance or curriculum modifications. As it promotes the acquisition of abilities or knowledge, including academic learning, socialization, adaptive skills, language and communication, and the reduction of behavior problems, education is the primary form of treatment for autism. Additionally, it fosters a child’s independence and sense of accountability.
Students with ASD are frequently identified as having unique educational requirements because of the disorder’s inherent nature. Kids with ASD would need a different educational approach than that used for students without ASD due to their unique learning needs, and customized teaching methods and learning environments would be advised for them. The difficulty of inclusive education is to realize the right to education by giving people with disabilities access to a valuable place in the educational system. By modifying education to meet the needs of people with impairments, this goal can be achieved. By keeping people with autism out of inclusive education, stereotypes and unfavorable attitudes about them would grow.
Inclusion and Inclusive Education
The approach of placing children with ASD in the same classrooms as students without disabilities is known as inclusive education for ASD students. The best way to support children with ASD in access, achievement, and engagement is through inclusive education, which is also the ideal learning environment for the majority of ASD kids. A human rights and social justice agenda have influenced educational programs in various nations, including those of the United Nations, since the introduction of the Universal Declaration of Human Rights in 1948. The educational policies of various nations are firmly rooted in this objective and demand that all children, regardless of differences, including health or disability, be treated equally as members of the mainstream educational system (Majoko, 2018, p. 631). The right of every child to equal access to learning, accomplishment, and the pursuit of excellence in all areas of their schooling is enshrined in the inclusion value system.
By promoting, where practical, the process of accomplishment, acceptance, and participation in regular school classes of children with various learning needs, inclusion reflects how the educational system can accommodate students with these needs. A greater push is being made to teach children with ASD in classes alongside typically developing classmates as a result of changes in the law (Paraskevi, 2021, p. 14). People acquire ideals, attitudes, and skills through education in order to fit into society. As a result, the inclusion of autistic students in regular classrooms provides experiences and a foundation for their social integration. Compared to children who attend special schools, children with autism who are in the general education classroom have better levels of social coexistence, support, and educational aspirations. Through interaction with typically developing children, children with autism have the opportunity to come into contact with acceptable social behaviors that will positively influence their behavior.
Challenges Present in Supporting Inclusive Education
Special education, integrated education, and inclusive education have all made significant advancements in the education of children with special needs. Regardless of their limitations, weaknesses, or strengths in any particular areas, inclusive education brings all learners together in one classroom and community and aims to maximize the potential of every student. Inclusive education values diversity by acknowledging every learner’s fundamental right to learn and accepts that every child has unique abilities and needs. Despite several efforts that have been fronted by relevant human rights bodies and authorities to ensure that many children with special needs have equal access to education, many autistic children still do not have access to inclusive education. In comparison to families of children with other disabilities, parents of children with ASD find it disproportionately harder to secure suitable educational services for their children, according to study from Hasson et al. (2022, p. 4). Ensuring the provision of support is a major challenge for schools due to wide systemic structures.
Personnel Resources
In establishing an inclusive school system, personnel resources are some of the key factors. Expertise in teaching with heterogeneous learning groups is crucial for teachers in inclusive settings. Additionally, numerous studies highlight the value of interprofessional collaboration, such as that which occurs between regular school teachers, special education teachers, and teaching assistants (Goldan, Loreman and Lambrecht, 2022, p. 2). Training educators on how to include autistic children in the classroom is one challenge that affects inclusive education. Despite the fact that educators generally express good attitudes toward inclusion, they claim to lack the knowledge and practical skills necessary to successfully integrate these pupils into the classroom (Zagona, Kurth and MacFarland, 2017, p. 164). The behavioral issues that frequently accompany autism, such as emotional outbursts, a lack of flexibility, and social difficulties, make teachers feel inadequate to handle them. There is a shortage of equipment, according to teachers, and additional paraprofessionals are required to serve pupils with sensory needs (2018, p. 64). There is a lack of training, resources, and awareness of evidence-based techniques among educators, who also feel underprepared.
Lack of Child-Centered and Relevant Curriculum
Despite educators having low self-efficacy and lack of training, autistic students have legal rights for programming that meets their needs. According to the SEND Code of Practice, schools have a moral duty to accommodate the needs of their autistic students. In comparison to segregated special needs classrooms, inclusive classrooms had higher levels of student involvement and academic success for autistic students. Despite the fact that students may view having teachers who are sensitive to their unique communication and sensory needs as important to assisting their learning, there is a challenge in that schools may only try to physically integrate them in classrooms, failing to recognize the significant differences between them and their neurotypical classmates, especially as they get older. It is illegal and immoral for schools to fail to provide proper inclusive education. Ineffective teacher preparation combined with academic, social, and mental health difficulties provide obstacles to effective inclusion.
Lack of Awareness and Attitudes Towards Inclusive Education
Families can act as effective inclusion facilitators as well as inclusion barriers. According to research done with families of children with SEND, attitudes toward the inclusion of some pupils, such as those with ASD, are linked to perceptions of the advantages associated with inclusion (Albuquerque, Pinto and Ferrari, 2018, p. 372). One of the key facilitators or impediments in the process of improving schools seeking to become more inclusive is different members of the educational community’s attitudes toward inclusion. Families may adversely affect the attitudes and behavior of their children if they do not encourage inclusion, for instance, or if they do not have a good attitude toward it. As a result, these attitudes have an indirect impact on how students interact with one another. They may also cause stress for the families of children with SEND.
Evaluation of Solutions to Challenges
Despite the challenges to inclusion of autistic students in mainstream education, many opportunities to overcome them are available to schools and educational systems. The challenges present great avenues for revising how education experts make and implement policing regarding inclusion and inclusive education for children with SEND. The following solutions are identified as possibly being the most important and manageable for schools as they aim to embrace inclusivity. Major changes or reforms and strong leadership committed to inclusion provide schools with the opportunity to become more inclusive and support students.
Training
If staff members are educated in evidence-based methods, professional development is ongoing, and environmental adjustments are made to support the complete child, students with autism can have great school experiences. Instead of believing that educating kids with autism is something that should be left to specialists, general educators must believe that they are capable of doing it. Evidence for evidence-based practices comes from a lot of systematic research efforts, but teachers need instruction on how to recognize and adapt these practices for their pupils (Diery et al., 2020). According to Brock et al. (2019, p. 74), teachers should start with evidence-based interventions like modeling and scaffolding that are already covered in teacher preparation. Teachers should receive feedback so that any errors can be corrected and the evidence-based practice is properly followed. It is crucial that teacher training be a continuous process that enhances their abilities rather than a one-time event.
Building Relationships
By giving pupils the chance to work together in groups and solve problems, teachers may foster social development in their students. Students who are aware of some potential disparities displayed by autistic students are more inclined to accept their unusual peers (Roberts and Webster, 2020, p. 5). Increased positive social interaction between classmates and students on the spectrum can result from initiatives to educate pupils about autism. Positive reinforcement approaches can be used by educators to promote interactions between peers who are typical and those who are not. When the parent takes a backseat and permits developmentally appropriate peer interactions to occur, the use of qualified peer tutors can also promote the success of the autistic student. Building connections based on mutual respect and acceptance between teachers and students, students and other students, and between teachers and parents is what inclusion is all about.
Changing Attitudes and Awareness Towards Inclusive Education
Parental views about inclusion are influenced by their perceptions of how it would affect their kids’ education. Families of disabled children cherish inclusion and the potential it holds for their children’s academic and social growth, but they are concerned about a number of related concerns that may restrict children’s presence, learning, and involvement. Additionally, these worries can change based on several variables, such as the amount of support their kids need. Relationships with teachers are seen by both families of usually developing children and those of children with disabilities as essential to the achievement of inclusion (Simón et al., 2022, para.19). Depending on their views, reactions, and experiences with regard to school procedures, parents’ support for inclusion may vary. Additionally, contact between teachers and families promotes the development of a rapport of trust between the families and the teacher. Families require knowledge, such as the advantages of inclusion, how to communicate with and respond to the children, and a sense of support from the teacher of their children as well as from other families.
Appraisal of Educational Context
In order to help teachers and parents educate students with ASD in inclusive settings, there are recommended inclusion practices that would work perfectly. The recommendations are numerous and varied, such as environmental changes to the physical classroom, teacher-related variables, instructional changes, social skills interventions, and comprehensive treatment packages that may support the inclusion of a student with ASD. Regardless of the specific practices used in the classroom, it is particularly important to note that each individual student’s profile of strengths, weaknesses, and behaviors should dictate the level and intensity of the supports.
Environmental Adaptations
Perhaps one of the simplest practices for the inclusion of students with ASD is to alter the educational environment to suit the student’s needs. For example, students with ASD often demonstrate sensory difficulties that affect learning (Gentil-Gutiérrez et al., 2021, p. 74). Therefore, teachers may wish to consider soundproofing classrooms, adjusting the type of lighting in the classroom, or the use of alternative seating. In the classroom setting, teachers should thoughtfully consider where in the classroom the student is seated. For example, ASD children may benefit from sitting near a socially proficient and sensitive peer buddy or at the front of the class to minimize distractions. Environmental adaptations of the learning environment are suitable inclusive education strategy for children with ASD in the classroom.
Teacher Attributes
The teacher’s disposition and actions can also facilitate the successful inclusion of students with ASD. According to experts, teachers of students with ASD should have these qualities in addition to being able to model and foster tolerance, acceptance, and understanding among the students in the class. They should also be kind, patient, and predictable (Bolourian et al., 2021, p. 3984). Additionally, since ASD students frequently struggle with social competence development, teachers must safeguard their ASD students from bullying and can act as social translators in the classroom. For example, when a student with ASD has trouble with expressing ideas, the teacher can intervene to support communication. Similarly, if students with ASD do not understand non-literal speech, for example, sarcasm, the teacher can translate the communicative intent. Another key factor associated to successful inclusion is knowledge of practice. Teachers who have students with ASD in their classroom should receive training on instructional techniques and interventions for students with ASD. As ASDs are complex developmental disorders with variable presentation and a countless list of practices and strategies for education, teachers must demonstrate accurate and adequate knowledge of ASD for inclusion to be successful.
Instructional Techniques
Nearly all students with ASD will require some degree of specialized instruction. Simple practices include modifications to assignments, both homework and class work. For example, when students are resistant to the quantity of work assigned, teachers can shorten assignments or introduce timed work sessions. Likewise, assignments can be divided into smaller, component parts, and tasks can be strategically ordered to increase motivation and success, such as pre-task sequencing.
When conducting class instruction, teachers should be aware that many students with ASD learn best when information is presented visually. Teachers may wish to encourage students to use visual learning aides, such as graphic organizers, to manage class content (Tay and Kee, 2019, para. 44). Students with ASD may have deficits with receptive language or the implied meanings of communications and teachers must be sensitive to these learning styles both as they conduct academic lessons and manage the behavior of their students. Visual learning is best for students with ASD, especially since they may have deficits with receptive language or implied meanings of communications.
Peer Interventions
Peer-initiation strategies involve teaching typically developing peers to engage in social interactions with students with ASD. The use of high-status peers as peer-initiators, for example, increases interactions between the student with ASD and the trained peer, and also interactions between the student with ASD and untrained classmates. Peer tutoring is another effective way of engaging socially competent peers in intervention for students with ASD. Peer interactions between kids with ASD and typically developing peers are improved by a class-wide peer tutoring technique used in a general education classroom.
Conclusion
The education of students with ASD is particularly challenging due to core features and a host of associated symptoms, such as inattention, sensory dysfunction, and depression. For kids with autism, inclusion in a regular classroom is a good option. The subject of inclusion has been hotly contested frequently, but if schools are ready, autistic kids should be able to participate in inclusive environments. Since they have the right to instruction in an inclusive classroom, the majority of students on the autism spectrum are included in regular classes. All children, including classmates, can gain from inclusion. While kids learn how to interact with one another responsibly, the stigma associated with autism can be reduced by including students with autism in regular classes. Children will learn how to get along with one another and the stigma connected with autism will be lessened by having an autistic kid in a regular classroom. Students are taught to develop relationships with all of their peers in inclusive school environments.
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