Discuss Inclusive Practice for Children Essay

gibe to The National ill rules of order (2011 and 2012), autism can be specify as a lifelong developmental impediment which affects the way a person is able to interact with others around them and make sense of the world they recognise in. However, thither are variations of Autistic Spectrum Disorders (ASD) and youngsterren who let ASD will be affected in variant shipway (Dover et al, 2007). This essay will be discussing the inclusive instruction within the primary school consideration, exploring the antithetic strategies that are in place in order to support kidskinren with ASD, together with the effectiveness and possible improvement which impacts on the learning experience of nipperren with ASD.The number of people affected with an ASD in the UK today is still rising (NHS, 2012). The National Autistic Society (NAS) (2012), states that over 500,000 people convey been diagnosed with an ASD. The condition occurs in families regardless of their ethnic and social backg rounds (Dodd, 200513) and the condition can affect people in various ways with the severity of the disorder in addition varying. Therefore Autism is referred to as a spectrum disorder, additionally Dover et al,(2007) and Siegal (2008) speculate that the reason bunghole using the term spectrum is due to children presenting different symptoms at different stages of their development that links to the 12 diagnostic criteria, which was stated by Siegal (2008). As the diversity amongst people who are affected by ASD vary significantly, due to the different symptoms they are displaying as well as the background the children are from. Consequently these variations can cause difficulties in diagnosing the condition (Doyle et al, 2009).A key performer regarding ASD and the challenges they whitethorn face, relate to communication and socialization, additionally related challenging and disruptive behaviour. Children suffering from ASD show behaviour that is considered to be socially unaccep table, however when viewed rationally, this behaviour may simply be defined as different (Sadri and Flammia, 2011). There appear to be numerous behavioural fabrics that indicate a child may have ASD, example of some of the models are externalizing behaviour, problem behaviour, maladaptive behaviour, symptoms of behavioural and emotional disorder (Hill and Furniss, 2006).There are also other suggestive symptoms, much(prenominal) as the constant flicking of fingers, flapping of arms, rocking, nudity, bedwetting and or irregular sleeping patterns which are deemed as inappropriate, defining ASD to a degree (Groark and Eidelman, 2011). Problems usually appear to arise when the indivithreefold becomes increasingly aggressive, amongst the issues are, tantrums, self harming or irrational disassociation (Research Autism, 2011). Whilst some situations involving co-ordination or fine-motor skills may prove to be challenging for a child who has ASD, some children shows signs of high IQ and ap pear to be gifted in certain areas such as Mathematics, art and Music (NAS, 2012)Although there have been some suggestions that a form of incline chromosomes could have an effect on ASD, there is not enough evidence that this is the cause. Therefore, currently it is assumed (NAS, 2012), that ASD cannot be identified before or at birth. This job is based on the diagnostic criteria of Wing and Gould (1979) triad of impairments which looks at social interaction, imagination and communication difficulties the child may display (NAS, 2011). However, Mowder et al (2009) suggest that primal identification of ASD would be advantageous as this could lead to early intervention, which can result in better academic achievement, whilst reducing the risk of additional behavioural difficulties (Zwaigenbaum et al.2005).Some studies which Bailey et al (1995) and Levy et al. (2002), refer to, assumes that there may be strong genetic links with regards to possible causes of ASD. On the contrary to Bailey and Levy et al., Yapko (2003) suggests that ASD could be the result of environmental factors such as some medication (antibiotics), reactions to infections or vaccinations. However, these claims are not concrete and are still being researched (Yapko, 2003). Moreover, it is clear that, there is a wide spectrum of ASD, with this came the need for wide spectrum of cultivational requirements that postulate to be met. Therefore educational provision, including mainstream schools, special schools, specialist units attached to mainstream schools and residential provision are essential for the childs well being and educational needs (NAS, 2012).Historically children with ASDs were meliorate separately from their more able peers (Ferrall, 2010). Traditionally special education (SE) curriculum was put in place in order to enable children with disabilities and learning difficulties to adapt, and function accordingly within normal society (Low Deiner, 2009). With the introduction of the Warnock overcompensate in 1978, special education began to reform with the childs education needs focussed on, rather than their disability (Wall, 2006). The report wanted to abolish the base of handicap, as they began to recognise that labelling children negatively would be detrimental to the child and their future (Aarons, 2001).The principles laid down in the report have influenced legislation such as The reading routine 1981, the Disability Discrimination Act 1995 and Special Educational Needs and Disability Act 2001. These have played a role in shaping contemporary inclusive practice (Batten et al. 2006), as the Education Act 1981 introduced statements of the disabled. Disability Discrimination Act (DDA) 1995 and later, Special Education Needs and Disability Act (SENDA) 2001, placed a legal obligation in schools to make reasonable adjustments in order to ensure that disabled children are not disadvantaged (Batten et al, 2006)It appears that disability can be shaped and accommodated in various ways. As Oliver and Barnes (1998), points out, although ASD has been accepted to be a medical condition which can be diagnosed, the hostility, discrimination and the lack of understanding of the condition from the societys perspective, are still apparent and can have a detrimental effect on the childs well being. The social aspect of ASD can make it difficult for the inclusion to fully take part within the primary school setting (NAS, 2012), as focusing on the deficit of the child rather than the potential can undermine the successful inclusive assenting to the school whilst causing hike irritation to the child (Maclachlen and Schwartz 2009). Children with ASD are entitled to extra support in schools, in order to enable the child to cope with the environment which they are in together with receiving help, to reach the personal academic target (NAS, 2012).The term Inclusion must not be confused with the terms Integration and mainstreaming, as these terms hear a child being placed in an mainstream setting and is expected to adapt to their surroundings, and cope with the curriculum expectations. Whereas inclusion involves the educational provisions being vary to the individual childs needs (NAS, 2012). NAS also believes that special schools must exist in order to accommodate children with more complex needs. However, it also appears to be essential that the special schools work in partnership with the mainstream schools. Moreover, it is also argued by NAS (2012), that the government must not use inclusion as a rationale for cutting specialist provision.Previously, people with disabilities have undergone more discrimination and maltreatment than any other minority group (Brown, 2002). They have been subject to isolation, institutionalisation due to manifestation and other experimental examinations, as they have been perceived as being different, thus their needs as individuals were neglected (Barnes and Merce, 2010) The point here is that, the needs of individuals, regardless of their disability or ability must be taken into consideration, in order for the inclusive practice to work towards achieving its full potential of component children integrate into the community they are part of whilst achieving their own individual academic targets (Avradamis et al. 2000). Due to the additional discomfort the discrimination caused to the children and their families with disabilities, some people choose to recant the labelling of being disabled (Barnes, 2003), as this posed the danger of causing further distress to the child (Giddin and Griffiths, 2006).Whilst some families accept that their child has impairments, it appears that the term disabled is not easily accepted. It appears that in our society individuals with impairments are often labelled as abnormal or disabled (Carson, 2009). Due to this common association, many people with ASD balk being diagnosed in fear of being labelled (Barnes, 2003). As a result, ma ny parents/carers of children who are in the Autistic Spectrum, struggle to accept diagnosis for their child as the aspect of what the labelling may entail is overwhelming (Ariel and Naseef, 2006). Children in the main stream settings with ASD, often suffer with speech impairments (Brereton and Tonge, 2005), in addition to this, the comprehension of the mouth language and paralinguistic signals such as gestures and facial expressions may also pose potential problems for the child (Siegal, 2003). Rotatori et al. (2008), states that, implications on the childs socializing and personal interaction can often lead to behavioural problems. Developmental delays which occur due to these challenges in the learning environment may compound the condition (Seach, 2005).Various direction strategies exist, in order to enable children of all abilities to have access to the curriculum more effectively (Kelly, 1999). According to Ginnis (2002) one of the most common and effective ways to teach chi ldren with ASD is a visual timetable, as this allows the child to become familiar with the times and activities via the simple diagrams provided for this purpose. Critically, this can guide effected children throughout their day at school, helping decrease anxiety levels by delivering basic and regular sequence (Pierangelo and Gulluliani, 2008). TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children), also uses visual support, pen lists and calendars in order to help children with sequencing and prediction (NAS, 2012). Another teaching strategy involving pictures is the picture communications exchange system (PCES), this finds great use in children with special language abilities by substitution of words and symbols for objects and activities. Gradually the child will build up a regular repertoire, which is beneficial for the childs independency and own organizational qualities (Wilkinson, 2010).Successful inclusion warrants a system which exten ds beyond the classroom (Pittmann, 2007). This will only be possible if similar strategies are employ in leisure times as well as the classroom (NAS, 2012), some schools in response to this implemented a circle of friends strategy. The idea behind this is for the volunteers to help children to express their feelings freely, progress socially and develop strategies to cope with high anxiety levels (NAS, 2012).Dixon and Addy (2004) argue that, teachers are now expected to embrace inclusion, whilst having actually true little or no training themselves. The inclusion of ASDs, within the main stream schools appear to be unusually complex. As the childs cognitive understanding often mismatches the significant language and behavioural deficits (De Boer, 2009), it is paramount that teaching staff recognizes the childs strengths as well as their weaknesses, to effectively further the childs development (Seach et al. 2002). Furthermore, it appears that inclusion has been most successful whe n a partnership between parent/carer and schools exists before the childs first admission to school, thus bridging the gap between home environment and the school environment (De Boer, 2009).Teaching ASDs requires adequate resource provisions funding, time, staffing, and teaching materials are amongst the resources needed. According to Bernard et al. (2002), 45% of the schools who identified accommodating children with ASD, voiced their concern regarding lack of specialist reports received, which in return would limit the help given to the children. Remaining 55% account inadequate diagnosis and prognosis of children with ASD this appears to lead back to the issue of labelling.Enthusiasm in a childs own development is particularly meaning(a) for the children suffering from ASD, interest levels, positive interaction and effective inclusion needs to be maintained (Howlin and Moore, 1997). As stated by Spergon in (Siegmann, 2007), for an inclusive setting to function and to achieve t he desired effect, it must show a positive impact on the childs learning. The positive influence must be in place regardless of the individual childs ability, and developmental stage. Spergon also adds that children must be encouraged to aspire to the same education goals with independence, and enjoyment, no matter what their abilities or disabilities are (House of Commons, 2006).However, there is still a grave risk of inclusive schooling in that Autistic children are made very much aware of their differences to non-autistic children, causing the childs stress levels to increase, resulting in self-stimulatory autistic habits (Seinsbury, 2009). Such habits together with sensory overload, appears to be a major burial vault for children with ASD in the school environment (Increased noise level, lighting, and smells) affecting their learning, and increasing social stigmatization. A large, noisy and disruptive classroom will limit any childs capacity to learn and understand, more so a child who has ASD (Seach, 2002). Behavioural difficulties such as, shouting, lashing out, or screaming are often the standby results of these kind of environments for ASDs (Autismhelp, 2012).The NAS launched the make school make sense campaign in 2006, this involved 33 discussion guidelines and corresponding feedback statistics from the families and children with ASD. The overwhelming results show that children interviewed ensnare school a confusing and difficult place, with many finding it difficult to fit in and making friends (Reid and Batten, 2006). In this study children who were happiest with their education, had high functioning Autism, which enabled the child to have better developed speech, thus were more able to fit in and make friends. However Reid and Batten (2006) have also included that many of the children who were happy in their educational settings were observed to have been either in a special school that catered for their needs or in a dual setting.The 1978 Warn ock report, promoted the integration of the disabled children in to the mainstream schools, together with the introduction of the National Curriculum and the Education Reform Act 1988, thus enabling the disabled children to be educated and to integrate with their non-disabled peers (Oliver, 1996). However, Baroness Warnock did articulate that, whilst it was every(prenominal) childs right to have access to education and all children should be entitled to have the same root in life, she also stated the dissatisfaction she felt in mixing all abilities together as there was the belief that inclusive education for severely Autistic children could be problematic due to the characteristics and disruptive behaviour ASD children may be prone to display (Mckie, 2005). Moreover, Inclusion stood in stark contrast to the medical model approach (Barton, 2005), which used such terms as fragile children, suffering from learning difficulties, and the liberal use of ASD.In conclusion, it seems that various regulations and policies have been introduced to the local authorities in order to enable the education sector (Primary school setting for the purpose of this paper), to address the needs of individual children with disabilities via inclusive education. However as it has been far-famed earlier on in the paper, it is of significant importance for the teaching staff to be adequately trained in understanding the childs condition, such as ASD, as well as staff who are trained in how to enable inclusive education to take place in every classroom. As these developments will play a crucial role in the childs academic and personal development.ReferencingAarons, M., and Gittens, T. (2001). Autism a Guied for Parents and Professionals. NY Routledge. Ariel, C., and Naseef, R. (2006). Voices from the Spectrum parents, grandparents, siblings, people with autism and professionals who share their wisdom. capital of the United Kingdom Jessica Kingsley Publishers. Autism Help. (2008-2012) . Behaviour Agression, Frustration and Temper Tantrums. Retrieved from www.autismhelp.info http//www.autismhelp.info/primary/behaviour/categories,id,438,1-1.aspx Avramadis, E., Bayliss, P., and Burden, R. (2010). A Survey into Mainstream Teachers Attitudes Towards the Inclusion of Children with Special Educational Needs in the general School in one Local Education Authority. Educational Psychology , 191-211. Barnes, C. (2003). What a Difference a Decade Makes reflections on doing emancipatory disability research. Disability & Society , 3-17. Barnes, C., and Mercer, G. (2010). Exploring Disability. Cambridge Polity Press. Barton, L. (2005). Special Educational Needs an alternative look (A response to Warnock M. 2005Special/Educational Need. London University of London. Batten, A., Corbett, C., Rosenblatt, M., Withers, L., and Yuille, R. (2006). Make School Make Sense Autism and Education the reality for families today. London The National Autistic Society. Bernard-Opitz, and V. Ha uber, A. (2011). Visual Support for Children with Autistic Spectrum Disorders. USA AAPC Publishing. Brereton, A. T. (2005). Pre- Schoolers with Autism an Educating and Skills Training Programme for Parents Manual for Clinicians. London Jessica Kingsley Publishers. Brown, H. (2002). Safeguarding Adults and Children with Disabilities Against Abuse. Strasbourg, Cedex Council of Europe Publishing . Carson, G. (2009). The hearty Model of Disability. Scotland The Stationary Office. De Boer, S. (2009). Successful Inclusion for Students with Autism Creating a Complete, Effective ASD Inclusion Program. San Francisco Wiley. Dixon, G. a. (2004). Making Inclusion Work for Children with Dyspraxia Practical Strategies for Teachers . london Routledge-Falmer. Dodd, S. (2005). Understanding Autism. Australia Elsavier Publishing. Dover, C. L. (2007). How to Diagnose Autism. autobiography of Disease in Childhood , 540-545. Doyle, B., and Doyle Iland, E. (2004). Autism Spectrum Disorders from A to Z Assessment, Diagnosis and More. Arlington Future Horizons Incorporated. Farrell, M. (2010). Debating Special Education. London Taylor and Francis. Giddens, A., and Griffiths, S. (2006). Sociology UK. London Polity press. Ginnis, P. (2002). The Teachers Toolkit Raise classroom Achievment with Strategies for Every Learner. Villiston Crown House Publishing Ltd. Groak, C., and Eidelman, S. (2011). Early Childhood Intervention Shaping the future for children with Special Needs and their Families. USA ABC-Clio. Hill, J., and Furniss, F. (2006). Patterns of emotional and behavioural upset associated with autistic traits in young people with severe intellectual disabilities and challenging behaviours. Research in Developmental Disabilities , 517-528. House of Commons. (2006, July 6). www.Parliment.co.uk. Retrieved April 2012, from Select comittee on Education and Skills trinity eport http//www.publications.parliament.uk/pa/cm200506/cmselect/cmeduski/478/47805.htm Howlin, P. M. (1997). Aut ism Diagnosis in autism a survey of over 1,200 patients in the UK. The International Journal of Research and Practice , 135-162. Kelly, A. (1999). The Curriculum Theory and Practice. London capital of Minnesota Chapman. MacLachlan, M. S. (2009). Abnormal Child Psychology.USA Wadsworth Publishing Company. McKie, R. (2005). London The Guardian.Mowder, B. R. (2009). Evidence Based Practice in Infant and Early Childhood Psychology. New Jersey basin Wiley and Sons. National Autistic Society . (2012). Statistics in UK of ASD. Retrieved April 25, 2012, from www.autism.org.uk http//www.autism.org.uk/about-autism/some-facts-and-statistics.aspx National Autistic Society. (2011). Accept Difference, Not Indifference. Retrieved April 25, 2012, from www.autism.org,uk. National Autistic Society. (2011, September 27). Diagnosis of autism spectrum disorders a guide for wellness professionals. Retrieved April 2012, from http//www.autism.org.uk http//www.autism.org.uk/working-with/health/screening-a nd-diagnosis/diagnosis-of-autism-spectrum-disorders-a-guide-for-health-professionals.aspx NHS. (2012, March 02). NHS, Your Health, Your Choices Autism and Asperger Syndrome. Retrieved April 25, 2012, from www.nhs.uk http//www.nhs.uk/conditions/autistic-spectrum-disorder/Pages/Introduction.aspx Oliver, M., and Barnes, C. (1998). Disabled People and Social Policy From Exclusion to Inclusion. Harlow Addison Wesley Longman. Pierangelo, R., and Giluliani, G. (2008). Teaching Students with Autism Spectrum Disorders A Step by Step Guide for Educators. London Sage. Pittman, M. (2007). serving Children with Autistic Spectrum Disorders to Learn. London SAGE Publications. Reid, B., and Batten, A. (2006). Make school make sense for me children and young people with. London NAS. Research Autism. (2011, July 18). Challenging/Disruptive Behaviour. Retrieved April 20, 2012, from www.researchautism.net http//www.researchautism.net/autism_issues_challenges_problems.ikml?ra=52 Rotatori, A., Obiakor, F., and Burkhardt, S. (2008). Autism and Developmental Disabilities Current Practices and Issues. Bingley Emerald Publishing Group . Sadri, H., and Flammia, M. (2011). Intercultural Communication A New Approach to International Relations and Global Challenges. USA Continuum Publishing Group. Sainsbury, C. (2009). Martian in the Playground Understanding the Schoolchild with Aspergers Syndrome. London SAGE Publications. Seach, D., Lloyd, M., and Preston, M. (2002). Supporting Children with Autism in Mainstream Schools. London Continuum International Publishing Group. Siegal, B. (2003). Helping Children with