Autism inclusion thesis

DSM-5 Diagnostic Criteria. Table 4 Factors in modifying environment Very Slightly Factors in modifying environment Important important important Making use of visual and gestural communication 11 - - such as PECS, symbols, sign language etc.

The model has provided 4 components for successful inclusion of students with autism shown in figure no. Then, the respondents were thanked for their valuable time, cooperation and information they had provided so far.

Symptoms must be present in the early developmental period but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life. Plus you have friends who spend time with you outside of school. The result show that Integration is a process through which learners with and without special needs, is taught together without curricular modification.

This covers trained support staff, reduced class size, collaborative problem solving and availability of paraprofessional.

Autism inclusion collaboration model

Therefore, only 11 samples were possible to be approached within the Kathmandu Valley. Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers. Also, it might be helpful in guiding educational institution for restructuring and might provide insight for feasibility of inclusion of autistic children in mainstream schools. Several studies have indicated that children with autism may benefit both socially and educationally from being in class with typically developing children Odom et al. Over the years, a number of teaching approaches have been developed. It has become more common with the increase in prevalence and awareness program in recent years. While physical disabilities can be seen and easily identified, autism is invisible. The 2nd component is attitudinal and social support which includes preparation of teachers, school staff, and peers in developing positive relationship with students with autism. This would imply that when evaluating autistic students for suitability for mainstream settings, their ability to communicate effectively and exhibit manageable behavior are important criteria to be taken into account. Indiana Resource Center for Autism. Age of the respondents ranged from 21 years to 36 years where 7 were below 30 years and 4 were above 30 years. This delay in diagnosis of children with autism might be a reason for them to drop-out of school as there is no such provision of inclusive education system in Nepal yet.

The findings are discussed in relation to the literature review. For successful inclusion of children with autism in mainstream, the role of school administration, parents and especially teachers is very important.

inclusion and autism is it working

It is beneficial to professionals and organization working with autism, teachers, educational institutions for making plans and policies regarding the inclusion of children with autism in mainstream.

This situation has emphasized the need to improve strategies in order to overcome the barriers to effective inclusion for these children.

Three items to be rated were related to the factors influencing inclusion of children with autism whereas remaining were open ended questions in order to study challenges faced by the teachers, effective techniques used and its application and about the importance of paraprofessional in mainstream classrooms.

benefits of inclusion for students with autism
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