Introduction
Children within the education system are unique individuals, and teachers should be prepared to provide diverse instruction for each learner. For example, many students have special educational needs (SEN) that are distinct from those of other pupils. In the United Kingdom (UK), a child is considered to have SEN when they have a learning difficulty or disability that requires special educational provision (Matasovska, 2024). SEN education institutions vary from regular ones as they assist diverse students, such as those who have autism.
SEN Schools in the UK
Mainstream schools (MSs) and SEN schools in the UK differ in the types of support they offer. MSs represent the primary option for the majority of children, providing education among students who do not have developmental disabilities and typically dividing pupils based on their age. For instance, children up to 5 years old are usually in preschool, while those between 11 and 18 are in secondary school.
SEN schools enroll children from a wider age range, up to 25 years old, whose needs cannot be met at MSs (El-Salahi, Khaki, and Vohoram, 2023). According to the Special Educational Needs and Disability Code of Practice, broad areas of need include learning and cognition, communication and interaction, physical or sensory needs, and emotional and mental health difficulties (Demetriou, 2022). In addition, students in SEN educational facilities must be clinically diagnosed in accordance with relevant assessments and guidelines issued by the National Institute for Health and Care Excellence (Lambrechts et al., 2020). Consequently, the difference between SEN schools and MSs in the UK can be defined by the type of assistance, with the latter offering more comprehensive support to address children’s diverse needs.
SEN educational institutions enroll a variety of pupils, many of whom have Autism Spectrum Disorder (ASD). Children with ASD in SEN schools are likely to exhibit challenging behavior caused by their condition. ASD is characterized by repetitive and restricted behaviors (RRBs) such as hypo- or hyper-reactivity, insistence on sameness, and fixations (El-Salahi, Khaki, and Vohoram, 2023; Jaffey & Ashwin, 2022). Such behaviors have often been regarded as useless and potentially damaging due to interfering with the lives of those diagnosed with ASD, thus demanding that the behavior be eliminated.
However, RRBs can be utilized by individuals who have ASD to self-regulate and cope with anxiety and strong emotions (Jaffey & Ashwin, 2022). Therefore, rather than being limited, RRBs should be addressed with adaptive teaching methods (ATMs). Such approaches adjust instruction to engage students with SEN in the learning process, in line with their learning styles and needs (Zakarneh, 2022). Accordingly, the behavior of youths with ASD in SEN schools is challenging due to involving RRBs and is linked to ATMs that should be used to manage the behavior to better assist each unique student.
SEN of minors who have ASD can also be addressed by operating reward charts and jars, but their effectiveness can be debated. Individuals with ASD have abnormal activation in the reward system of the brain, although research seems inconclusive about reward processing impairments associated with ASD (Matyjek, Bayer, and Dziobek, 2020). The positive and negative aspects of employing jars and charts to reward students are complex.
On the one hand, among the potential advantages of using rewards for children with ASD is that it may correspond with the goal-oriented behavior of many people with ASD and thus set specific expectations. On the other hand, possible disadvantages include inefficiency if certain elements are not considered, such as the delay between actions and rewards (Lambrechts et al., 2020). Accordingly, charts and jars can be utilized for pupils with ASD to offer them prizes for reaching goals, but such methods may not be practical if, for instance, there is a prolonged accomplishment-reward delay.
It is worth further considering the factors affecting the usefulness of rewards. First, as suggested above, rewards should be delivered instantly to increase the likelihood of better results by reducing delays between completing an action and receiving a prize (Lambrechts et al., 2020).
Another important component is that a reward should have a clear visualization. For example, a reward chart can be utilized to reinforce and present consequences for children’s behavior during an activity (McParland, Gallagher, and Keenan, 2021). For pupils with ASD, the visual aspect of rewards is particularly important for demonstrating that the teacher is pleased with the students (Aidonopoulou‐Read, 2020). Such requirements are likely due to ASD causing difficulties in one’s functioning and social interactions, thus making learners who have ASD seek not only educational but also social assistance (El-Salahi, Khaki, and Vohoram, 2023). Therefore, the reward for students with ASD needs to be immediate, and the reward chart system should provide clear visualization.
A more comprehensive approach for working with children with ASD is positive teaching pedagogy (PTP). Pupils with ASD are among the most challenging groups to support due to the substantial effort required to address their diverse needs (El-Salahi, Khaki, and Vohoram, 2023; Love et al., 2020). PTP is a promising method because it focuses not only on students’ academic success but also on learners’ happiness (Yin, 2021).
In general, PTP appears to aim to nurture the overall classroom environment rather than specific elements (Zhao & Shang, 2022). More specific characteristics of PTP include the instructor having extraverted personality traits and embodying the subject matter, students being involved in the lecture, and positive classroom relationships (Gördesli & Örnek, 2022). Consequently, PTP is key for children with ASD since the approach can comprehensively address students’ needs.
One more aspect of instruction in SEN schools is setting boundaries when students exhibit challenging behavior. As mentioned above, pupils with ASD undergo RRBs, which may cause trouble in the classroom. Such behavior should not be eliminated, as it may be useful to learners with ASD (Jaffey & Ashwin, 2022).
At the same time, it is important to set some rules to better manage behavior. Boundaries can be beneficial in establishing clear expectations, reducing confusion, and enhancing trust and safety (Hull, 2020). Without setting proper restrictions, there is a risk of poor progress due to low demands and a lack of discipline (Likhitweerawong, Boonchooduang, and Louthrenoo, 2022). Therefore, there is a need for fine boundaries when children who have ASD show signs of challenging behavior to ensure that learners understand what is expected from them.
Conclusion
To conclude, SEN schools differ from MS schools in that they provide more comprehensive assistance to students with diverse needs, such as pupils with ASD. Children who have ASD experience RRBs that can pose challenges during the learning process and require a substantial approach to reach better educational outcomes. Rewards that are instant and visually well-presented, such as ATMs, PTP, and boundaries, are among the components that can be utilized to offer adequate learning to minors with ASD. Addressing students’ SEN is crucial to ensure that every child receives proper and inclusive education.
Reference List
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