Autism is a lifetime disability that affects with how people learn and interact with others. Throughout the years, various of questions presented about autism in mainstream classrooms. Including, how they learn, who teaches them, and the pace in which they complete their work. Having teachers with no knowledge on teaching students with autism creates obstacles. In addition, peers and parents may not fully grasp what the school districts are trying to accomplish. Having them in mainstream classrooms leads to distractions and behavior issues that could be resolved. Problems from the classroom size and structure to how students with autism get bullied more in mainstream classrooms. Students with autism should be in a different learning environment,
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Autism rates are steadily staying the same, despite the epidemic of autism, a decade ago. In her medical guide, Slaughter claimed, “As of 2016, the US Centers for Disease Control and Prevention reports that one in sixty-eight children has autism spectrum disorder” (Slaughter, 2). Most people with autism will be diagnosed in early childhood, as their learning progress and creativity is typically lacking. Some common signs that someone may have autism is if they are having difficulties with social interactions, repetitive behavior, and/or lacking interest in activities. The symptoms are broad, meaning that every case of autism is unique and different treatment actions will take place. Unfortunately, this disorder has been around for decades and no cure has been developed. Multiple treatments are available, including therapies, training sessions, and different modifications. Understanding how to control and look after people with autism is an ability not all teachers have which makes questions rise about autism in …show more content…
Putting students with autism in mainstream classrooms does not provide for their needs. Radunovich and Kochert agree that 3 components go into a classroom structure. Those 3 components are, schedules, expectations and consequences, and physical and environmental supports. (Radunovich and Kochert, 2-3) Starting with schedules, mainstream student’s schedules are continuously changing. During the changes, they are forced to be flexible and fit with their schedule. Meanwhile, students with autism may have trouble maintaining their behaviors, studies show. Two professors from the University of Florida added, “Transitions that occur without proper support, such as a change in location, a change in playmates, or even a change in the daily schedule, almost always result in frustration and possibly disruptive behavior” (Radunovich and Kochert, 2). Having students with autism in their own classroom allows the certified teachers to set their schedules, making the transitions easier. Next, in the classroom structure with autism is expectations and consequences. Teachers are expected to follow the same expectations and consequences for everyone in the class to be equal. Although, students with autism naturally have different expectations and consequences then mainstream students due to their repetitive behavior. Having separate classrooms clearly defines the difference in expectations and consequences between
Autism rates are steadily staying the same, despite the epidemic of autism, a decade ago. In her medical guide, Slaughter claimed, “As of 2016, the US Centers for Disease Control and Prevention reports that one in sixty-eight children has autism spectrum disorder” (Slaughter, 2). Most people with autism will be diagnosed in early childhood, as their learning progress and creativity is typically lacking. Some common signs that someone may have autism is if they are having difficulties with social interactions, repetitive behavior, and/or lacking interest in activities. The symptoms are broad, meaning that every case of autism is unique and different treatment actions will take place. Unfortunately, this disorder has been around for decades and no cure has been developed. Multiple treatments are available, including therapies, training sessions, and different modifications. Understanding how to control and look after people with autism is an ability not all teachers have which makes questions rise about autism in …show more content…
Putting students with autism in mainstream classrooms does not provide for their needs. Radunovich and Kochert agree that 3 components go into a classroom structure. Those 3 components are, schedules, expectations and consequences, and physical and environmental supports. (Radunovich and Kochert, 2-3) Starting with schedules, mainstream student’s schedules are continuously changing. During the changes, they are forced to be flexible and fit with their schedule. Meanwhile, students with autism may have trouble maintaining their behaviors, studies show. Two professors from the University of Florida added, “Transitions that occur without proper support, such as a change in location, a change in playmates, or even a change in the daily schedule, almost always result in frustration and possibly disruptive behavior” (Radunovich and Kochert, 2). Having students with autism in their own classroom allows the certified teachers to set their schedules, making the transitions easier. Next, in the classroom structure with autism is expectations and consequences. Teachers are expected to follow the same expectations and consequences for everyone in the class to be equal. Although, students with autism naturally have different expectations and consequences then mainstream students due to their repetitive behavior. Having separate classrooms clearly defines the difference in expectations and consequences between