In her autobiography, Thinking in Pictures: My Life With Autism, Temple Grandin shares her candid experience with autism. Readers are able to gain a clearer understanding as to what life is like for someone living with the disability. As well as personal stories from her own life, her nonfictional prose piece contains factual information about autism. However, in the section on education, Grandin does not take the opportunity to write on the findings of professional educators. She feels strongly about the inclusion of students with autism in mainstream schools, and makes several suggestions as to how children with autism should be educated to ensure they receive the greatest possible opportunity to succeed, arguing, “When an educational program
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During a presentation given at Sacred Heart University, Dr. Rhea Paul addresses an array of strategies for teachers to use to increase academic success in their classrooms. Dr. Paul holds several titles. In addition to being a Certified Elementary School Teacher and Reading Consultant, she is a Licensed (CT) and Certified (ASHA) Speech-Language Pathologist, as well as the Founding Director of the Speech-Language Pathology Department at SHU. Her research in autism has been funded by numerous foundations, including the National Institutes of Health. In addition to Dr. Paul, Diana Friedlander, is a special education inclusion teacher in elementary education in Ridgefield, CT and a doctoral candidate at Western Connecticut State University. In her paper, “Sam Comes to School: Including Students with Autism in Your Classroom,” Friedlander shares information on the behaviors and perceptions unique to students with autism. Finally, Kimberly S. Austin and Edlyn Vallejo Peña (2017) conduct a study to determine the practical ways faculty members, who were deemed exceptional, work with students with autism. Austin holds a B.S. degree in Aquatic Biology, M.S in Physiology, and Ed.D in Higher Education Leadership. Peña holds a Ph.D. in Psychology and is currently the Associate Professor and Director of Doctoral …show more content…
Paul, social supports are powerful ways for students with autism to learn and develop social skills that will help them throughout their lives. For this, Dr. Paul recommends enlisting the student’s peers to help. Teachers should guide classmates to the understanding that working with children with autism can be “fun”. In her presentation, she provides several examples for teachers. One way to implement social supports is through buddy time, which is an effective way for younger students to work together. During buddy time, students alternate partners with whom they stay, play, and talk. Furthermore, for older students, Dr. Paul recommends cooperative learning groups. Students in cooperative learning groups are given assignments that each member has to contribute to. These assignments allow students to work together as a group to figure out how to get the student with autism involved. In addition, she advocates peer networks. This activity gathers approximately five students to serve as social supports for students with autism. Every day, each student is assigned to support the student with autism for 20 minutes. These 20 minutes may be during lunch, recess, etc. This activity is effective because it increases the social opportunities for the autistic
During a presentation given at Sacred Heart University, Dr. Rhea Paul addresses an array of strategies for teachers to use to increase academic success in their classrooms. Dr. Paul holds several titles. In addition to being a Certified Elementary School Teacher and Reading Consultant, she is a Licensed (CT) and Certified (ASHA) Speech-Language Pathologist, as well as the Founding Director of the Speech-Language Pathology Department at SHU. Her research in autism has been funded by numerous foundations, including the National Institutes of Health. In addition to Dr. Paul, Diana Friedlander, is a special education inclusion teacher in elementary education in Ridgefield, CT and a doctoral candidate at Western Connecticut State University. In her paper, “Sam Comes to School: Including Students with Autism in Your Classroom,” Friedlander shares information on the behaviors and perceptions unique to students with autism. Finally, Kimberly S. Austin and Edlyn Vallejo Peña (2017) conduct a study to determine the practical ways faculty members, who were deemed exceptional, work with students with autism. Austin holds a B.S. degree in Aquatic Biology, M.S in Physiology, and Ed.D in Higher Education Leadership. Peña holds a Ph.D. in Psychology and is currently the Associate Professor and Director of Doctoral …show more content…
Paul, social supports are powerful ways for students with autism to learn and develop social skills that will help them throughout their lives. For this, Dr. Paul recommends enlisting the student’s peers to help. Teachers should guide classmates to the understanding that working with children with autism can be “fun”. In her presentation, she provides several examples for teachers. One way to implement social supports is through buddy time, which is an effective way for younger students to work together. During buddy time, students alternate partners with whom they stay, play, and talk. Furthermore, for older students, Dr. Paul recommends cooperative learning groups. Students in cooperative learning groups are given assignments that each member has to contribute to. These assignments allow students to work together as a group to figure out how to get the student with autism involved. In addition, she advocates peer networks. This activity gathers approximately five students to serve as social supports for students with autism. Every day, each student is assigned to support the student with autism for 20 minutes. These 20 minutes may be during lunch, recess, etc. This activity is effective because it increases the social opportunities for the autistic