At the core of the argument for separating students on the autism spectrum into self-contained classrooms exists the concept of providing individualized attention to their academic needs. As many supporters of a self-contained special education system may argue, the structure of this form of education constructs an environment in which the academic pacing is more suitable for children with learning disabilities. These special educational settings, designed to provide personalized academic guidance, are more appropriately devised to meet individual educational needs than mainstream classrooms. Inclusive classes introduce numerous challenges to general educational instructors who frequently lack the time and resources to successfully accommodate
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Stressful factors stemming from both academic frustration and social anxiety, particularly when amplified in inclusive classes, can take a toll on students’ emotional well-being. In the midst of a larger, fast-paced mainstream school setting, autistic children can easily feel overpowered (Dalien, 2014) and simultaneously lack the social skills and coping mechanisms vital to communicating and relieving emotional anxiety. Moreover, despite the hopes of many inclusive education advocates for the effortless social integration of autistic students within mainstream courses, children with ASD may realistically find themselves subject to the ostracism and ridicule of other students (Shanker, 1994). Paired with other sources of stress, this social tension can inflict emotional damage on autistic children and undermine morale. When placed into a self-contained classroom, however, the immersion of autistic children into surroundings with other students who face similar difficulties has the potential to strengthen rather than weaken self-esteem. With evidence to confirm that they are not alone in the possession of qualities that distinguish them from the general population, children with ASD can learn to embrace their own characteristics and feel comfortable developing at their own pace, rather than consistently comparing themselves to typically …show more content…
As proponents of full inclusion education systems assert, the academic integration of students with autism and other learning disabilities holds these students up to lofty but attainable standards. By exposing autistic children to general education courses, inclusive schools set virtually the same academic goals for all children regardless of intellectual challenges. When presented with an opportunity to exceed prevailing expectations, these students can conceivably demonstrate profound abilities and an expansive capacity for learning (Child Development Institute, n.d.). While special education classes establish a lenient learning pace for children with ASD, the course material may not necessarily provide students with the level of academic challenge that many autistic children are in fact capable of managing with additional assistance. These self-contained classrooms may also lack the diversity of courses that are available in mainstream divisions and are thus frequently deemed an insufficient schooling system that falls short of general education classes (The Children’s Hospital of Philadelphia, 2013). Through integration into general education, autistic individuals become subject to equal educational treatment
Stressful factors stemming from both academic frustration and social anxiety, particularly when amplified in inclusive classes, can take a toll on students’ emotional well-being. In the midst of a larger, fast-paced mainstream school setting, autistic children can easily feel overpowered (Dalien, 2014) and simultaneously lack the social skills and coping mechanisms vital to communicating and relieving emotional anxiety. Moreover, despite the hopes of many inclusive education advocates for the effortless social integration of autistic students within mainstream courses, children with ASD may realistically find themselves subject to the ostracism and ridicule of other students (Shanker, 1994). Paired with other sources of stress, this social tension can inflict emotional damage on autistic children and undermine morale. When placed into a self-contained classroom, however, the immersion of autistic children into surroundings with other students who face similar difficulties has the potential to strengthen rather than weaken self-esteem. With evidence to confirm that they are not alone in the possession of qualities that distinguish them from the general population, children with ASD can learn to embrace their own characteristics and feel comfortable developing at their own pace, rather than consistently comparing themselves to typically …show more content…
As proponents of full inclusion education systems assert, the academic integration of students with autism and other learning disabilities holds these students up to lofty but attainable standards. By exposing autistic children to general education courses, inclusive schools set virtually the same academic goals for all children regardless of intellectual challenges. When presented with an opportunity to exceed prevailing expectations, these students can conceivably demonstrate profound abilities and an expansive capacity for learning (Child Development Institute, n.d.). While special education classes establish a lenient learning pace for children with ASD, the course material may not necessarily provide students with the level of academic challenge that many autistic children are in fact capable of managing with additional assistance. These self-contained classrooms may also lack the diversity of courses that are available in mainstream divisions and are thus frequently deemed an insufficient schooling system that falls short of general education classes (The Children’s Hospital of Philadelphia, 2013). Through integration into general education, autistic individuals become subject to equal educational treatment