Leadership and Policy on Autism Spectrum Disorders

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People with such health problems as autism need special education, which should be ethical and oriented on every individual issue. Autism syndromes and their consequences develop differently in every human body, and it is important to introduce specific education which can focus on minor features of these changes. Specialists support individuals by the use of the linguistic approach, and they follow all cultural aspects to decrease the risk of violating the boundaries of patients. Moreover, specialists are trying to build a college atmosphere to make people with autism feel like full-fledged parts of society and support their families.

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Advocates working in this sphere constantly create plans aimed at improving the quality of educational programs and increasing the number of positive outcomes. Furthermore, advocates provide other specialists with advanced courses to maintain a high level of education, follow all modern trends and become more diverse.

The CEC standard requires an ability to be ready for constant changes in programs. Moreover, specialists should have experience and knowledge in psychology and philosophy to provide patients with support during difficult times (Chung-Hau et al., 2019).

One of the most important skills is doing monotonous work and spending more time explaining new information to people with autism. Understanding the diversity factors and individual differences is also important knowledge that shows the professionalism of teachers working in this sphere. Specialists who work with disabled people should understand how the parts of the educational standard can be coordinated and performed efficiently. To increase the performance of education, specialists should constantly broaden their knowledge to become more advanced in modern learning methods.

Leadership and Policy are oriented to develop respect for all people with autism and strive to educate all specialists to be supportive every time disabled people need help. The main mission of this type of standard is to help people with disabilities become a part of society. There are several types of the CEC Preparation standard that play an equally important part in improving education for people with autism. Professionals should develop their skills and expand knowledge to support people with disabilities and receive positive outcomes. Moreover, I have learned that people with disorders are more vulnerable to ethical and cultural discrimination, and specialists should pay a lot of attention not to crossing personal boundaries.

Leadership and Policy fulfill the CEC standards by introducing an important aspect of education provided to people with autism. Specialists receive important knowledge by analyzing modern educational methods and improve their skills by constant studying and daily help to disabled people. Autism causes several issues like developmental lag and communication troubles, which other people might not mention in the first stages. Specialists usually introduce social communication as a method of treating autism (Brasic, 2020). This practice usually includes eye contacting with other people, smiling, and verbal communication.

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According to Subramanyam et al. (2019), one of the most effective methods of treatment is education from a young age. People with disorders should be part of society, surrounded by people, and have a basic level of education. Nowadays, more educational centers are opening to support people with autism. The constant development of skills and increasing knowledge will help me be professional in a specific area of medicine and study the ways of helping people with autism deeply. Moreover, this gained knowledge will allow me to start my future career and clearly understand how I can be useful to other people.

References

Brasic, J. R. (2020). Autism Spectrum Disorder. Medscape.

Chung-Hau, F., Gallup, J. L. & Bocanegra, J. O. (2019). Using the CEC Advanced Preparation Standards for Special Education Administration to Examine Competencies for Special Education Directors. Journal of cial Education leadership, 31(1), 39-56.

Subramanyam, A. A., Mukherjee, A. & Dave, M. (2019). Clinical Practice Guidelines for Autism Spectrum Disorders. Indian Journal of Psychiatry, 61(2), 254-269. Web.

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ChalkyPapers. (2022, September 21). Leadership and Policy on Autism Spectrum Disorders. Retrieved from https://chalkypapers.com/leadership-and-policy-on-autism-spectrum-disorders/

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ChalkyPapers. (2022, September 21). Leadership and Policy on Autism Spectrum Disorders. https://chalkypapers.com/leadership-and-policy-on-autism-spectrum-disorders/

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ChalkyPapers. (2022) 'Leadership and Policy on Autism Spectrum Disorders'. 21 September.

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ChalkyPapers. 2022. "Leadership and Policy on Autism Spectrum Disorders." September 21, 2022. https://chalkypapers.com/leadership-and-policy-on-autism-spectrum-disorders/.

1. ChalkyPapers. "Leadership and Policy on Autism Spectrum Disorders." September 21, 2022. https://chalkypapers.com/leadership-and-policy-on-autism-spectrum-disorders/.


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ChalkyPapers. "Leadership and Policy on Autism Spectrum Disorders." September 21, 2022. https://chalkypapers.com/leadership-and-policy-on-autism-spectrum-disorders/.