The topic of inclusion of students with disabilities in general education classrooms has become increasingly prevalent in our society in recent decades. There are many people who voice concerns about the negative effects inclusion could have on students with disabilities and their peers without disabilities. However, research shows that, when implemented correctly, inclusive classrooms can be beneficial for all students and their teachers. Students with autism have the capability to thrive in classrooms with students without disabilities; all they need is encouragement and the chance to demonstrate their abilities. In order to effectively teach my students with autism, I will need to understand how to handle and decrease behavioral problems
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Peer mentoring can be a valuable resource for students with autism to help them gain and develop the tools they need to enter and succeed in inclusive classrooms. One research study examined the effects of fifth-grade student tutors on their peers with autism (Kamps, Locke, Delquadri, & Hall, 1989). Although this study was performed in a special education classroom, the practice can, and should, be performed in inclusion classrooms. Not only did the students with autism have the opportunity to socialize with and learn from their peers without disabilities, these tutoring sessions made it possible for these students to have more one-on-one time to learn. Educators of students with disabilities are constantly struggling to find time to work individually with each student (Kamps et al., 1989), which is often necessary to help them learn. The increasing number of students with disabilities, such as autism, and the lack of able hands results in the inability of the teacher to effectively help each student within the time frame of the school day. By utilizing this strategy in my own classroom, my students will be able to interact with their peers in a scholarly way and have their need for individual instruction met when I am unable to fulfill that need. Students without disabilities will also benefit …show more content…
When teachers are faced with a student with special needs whom they must adapt the class to accommodate, they are required to re-evaluate their methods more frequently and with greater scrutiny than they normally would (Chandler-Olcott & Kluth, 2009). As a result, teachers are more aware of issues that may arise and are able to alter their teaching methods before the students become lost or discouraged. This concept of noticing a lack of student understanding and being able to adjust my methods to better teach my students is a concern I had for teaching my students. This article made me realize that rather than trying to determine if all of my students are understanding, I should focus on understanding why the first student(s) who is struggling doesn’t understand and try to adjust my lessons with those issues in mind. Hopefully by using this strategy, I will be able to avoid further confusion for all students. Having students with disabilities, such as autism, will also require me to expand my methods of teaching and become more creative in the ways I deliver information to my students. Some of the ways to help students with disabilities succeed, without negatively impacting students without disabilities, are by using visual images along with written text, incorporating students’ interests into instruction, and giving
Peer mentoring can be a valuable resource for students with autism to help them gain and develop the tools they need to enter and succeed in inclusive classrooms. One research study examined the effects of fifth-grade student tutors on their peers with autism (Kamps, Locke, Delquadri, & Hall, 1989). Although this study was performed in a special education classroom, the practice can, and should, be performed in inclusion classrooms. Not only did the students with autism have the opportunity to socialize with and learn from their peers without disabilities, these tutoring sessions made it possible for these students to have more one-on-one time to learn. Educators of students with disabilities are constantly struggling to find time to work individually with each student (Kamps et al., 1989), which is often necessary to help them learn. The increasing number of students with disabilities, such as autism, and the lack of able hands results in the inability of the teacher to effectively help each student within the time frame of the school day. By utilizing this strategy in my own classroom, my students will be able to interact with their peers in a scholarly way and have their need for individual instruction met when I am unable to fulfill that need. Students without disabilities will also benefit …show more content…
When teachers are faced with a student with special needs whom they must adapt the class to accommodate, they are required to re-evaluate their methods more frequently and with greater scrutiny than they normally would (Chandler-Olcott & Kluth, 2009). As a result, teachers are more aware of issues that may arise and are able to alter their teaching methods before the students become lost or discouraged. This concept of noticing a lack of student understanding and being able to adjust my methods to better teach my students is a concern I had for teaching my students. This article made me realize that rather than trying to determine if all of my students are understanding, I should focus on understanding why the first student(s) who is struggling doesn’t understand and try to adjust my lessons with those issues in mind. Hopefully by using this strategy, I will be able to avoid further confusion for all students. Having students with disabilities, such as autism, will also require me to expand my methods of teaching and become more creative in the ways I deliver information to my students. Some of the ways to help students with disabilities succeed, without negatively impacting students without disabilities, are by using visual images along with written text, incorporating students’ interests into instruction, and giving