Asd In Mainstream Schools

Additionally, a major source of dissatisfaction stemmed from parents “perception of the lack of knowledge about ASD among school staff and administrators” (p.211). Interestingly, this point could lead to the other dissatisfactions mentioned by the parents. If school staff knew about ASDs they may be more capable of helping the child and ensuring all their needs are met, emotionally and educationally. Therefore potentially decreasing the amount of aggressive outbursts, and increasing their positive experiences in a mainstream setting. Jordan et al. states that if a child with autism is attending a mainstream school, “a necessary prerequisite for any progress” is that the teachers make themselves as knowledgeable as possible on autism. Subsequently, …show more content…
They stated that there was an “increase in stress as a result of irregular routines” for the student with the ASD (2009, p.114). This is because children with ASDs “often find changes very difficult to deal with,” hence why their stress levels would be increased (Bowen et al., 2006, p.9). Therefore, it could be argued that it is unfair on the child with an ASD to be sent to a mainstream school, as the changes could cause them unnecessary stress. Having said this, it is suggested that teacher’s should “create priorities for learning according to the individual needs and not to the nationally set criteria” (Jordan et al., 1995, p. 150). Therefore, following this notion it could be said that teachers should find a way to make the school day applicable to the child with an ASD. However, it must be noted that this would be very difficult for the teacher to do without making it “incompatible with the efficient education of other children” (Department for Education, 2001, p.V). As a whole, Finke et al.’s research further exemplifies why there is controversy surrounding inclusive education and where children with ASDs should be …show more content…
It was reported that more time was needed for planning and preparation, there was more noise in the classroom, and an increased pressure from the parents of children with ASDs. These negatives could advocate the argument of children with ASDs attending special schools. However, this would favour exclusive practice as previously mentioned. Furthermore, it would be unjust to send a child to a special school, over issues that they cannot control. Having said this, it cannot be assumed all children with an ASD want to attend mainstream