Discuss Inclusive Practice for Children Essay

According to The National Autistic Society (2011 and 2012), autism can be defined as a lifelong developmental disability which affects the way a person is able to interact with others around them and make sense of the world they live in. However, there are variations of Autistic Spectrum Disorders (ASD) and children who have ASD will be affected in different ways (Dover et al, 2007). This essay will be discussing the inclusive education within the primary school setting, exploring the different strategies that are in place in order to support children with ASD, together with the effectiveness and possible improvement which impacts on the learning experience of children with ASD. The number of people affected with an ASD in the UK today is still rising (NHS, 2012). The National Autistic Society (NAS) (2012), states that over 500,000 people have been diagnosed with an ASD. The condition occurs in families regardless of their ethnic and social backgrounds (Dodd, 2005:13) and the condition can affect people in various ways with the severity of the disorder also varying. Therefore Autism is referred to as a ‘spectrum disorder’, additionally Dover et al,(2007) and Siegal (2008) speculate that the reason behind using the term ‘spectrum’ is due to children presenting different symptoms at different stages of their development that links to the 12 diagnostic criteria, which was stated by Siegal (2008). As the diversity amongst people who are affected by ASD vary significantly, due to the different symptoms they are displaying as well as the background the children are from. Consequently these variations can cause difficulties in diagnosing t he condition (Doyle et al, 2009). A key factor regarding ASD and the challenges they may face, relate to communication and socialization, additionally related challenging and disruptive behaviour. Children suffering from ASD show behaviour that is considered to be socially unacceptable, however when viewed rationally, this behaviour may simply be defined as ‘different’ (Sadri and Flammia, 2011). There appear to be numerous behavioural models that indicate a child may have ASD, example of some of the models are: externalizing behaviour, problem behaviour, maladaptive behaviour, symptoms of behavioural and emotional disorder (Hill and Furniss, 2006). There are also other suggestive symptoms, such as: the constant flicking of fingers, flapping of arms, rocking, nudity, bedwetting and or irregular sleeping patterns which are deemed as inappropriate, defining ASD to a degree (Groark and Eidelman, 2011). Problems usually appear to arise when the individual becomes increasingly aggressive, amongst the issues are, tantrums, self harming or irrational disassociation (Research Autism, 2011). Whilst some situations involving co-ordination or fine-motor skills may prove to be challenging for a child who has ASD, some children shows signs of high IQ and appear to be gifted in certain areas such as Mathematics, art and Music (NAS, 2012) Although there have been some suggestions that a form of predisposed chromosomes could have an effect on ASD, there is not enough evidence that this is the cause. Therefore, currently it is assumed (NAS, 2012), that ASD cannot be identified before or at birth. This argument is based on the diagnostic criteria of Wing and Gould (1979) ‘triad of impairments’ which looks at social interaction, imagination and communication difficulties the child may display (NAS, 2011). However, Mowder et al (2009) suggest that early identification of ASD would be advantageous as this could lead to early intervention, which can result in better academic achievement, whilst reducing the risk of additional behavioural difficulties (Zwaigenbaum et al. 2005). Some studies which Bailey et al (1995) and Levy et al. (2002), refer to, assumes that there may be strong genetic links with regards to possible causes of ASD. On the contrary to Bailey and Levy et al., Yapko (2003) suggests that ASD could be the result of environmental factors such as some medication (antibiotics), reactions to infections or vaccinations. However, these claims are not concrete and are still being researched (Yapko, 2003). Moreover, it is clear that, there is a wide spectrum of ASD, with this came the need for wide spectrum of educational requirements that needs to be met. Therefore educational provision, including mainstream schools, special schools, specialist units attached to mainstream schools and residential provision are essential for the child’s well being and educational needs (NAS, 2012). Historically children with ASDs were educated separately from their more able peers (Ferrall, 2010). Traditionally special education (SE) curriculum was put in place in order to enable children with disabilities and learning difficulties to adapt, and function accordingly within ‘normal’ society (Low Deiner, 2009). With the introduction of the Warnock Report in 1978, special education began to reform with the child’s education needs focussed on, rather than their disability (Wall, 2006). The report wanted to abolish the idea of handicap, as they began to recognise that labelling children negatively would be detrimental to the child and their future (Aarons, 2001). The principles laid down in the report have influenced legislation such as The Education Act 1981, the Disability Discrimination Act 1995 and Special Educational Needs and Disability Act 2001. These have played a role in shaping contemporary inclusive practice (Batten et al. 2006), as the Education Act 1981 introduced statements of the disabled. Disability Discrimination Act (DDA) 1995 and later, Special Education Needs and Disability Act (SENDA) 2001, placed a legal obligation in schools to make ‘reasonable adjustments’ in order to ensure that disabled children are not disadvantaged (Batten et al, 2006) It appears that disability can be shaped and accommodated in various ways. As Oliver and Barnes (1998), points out, although ASD has been accepted to be a medical condition which can be diagnosed, the hostility, discrimination and the lack of understanding of the condition from the society’s perspective, are still apparent and can have a detrimental effect on the child’s well being. The social aspect of ASD can make it difficult for the inclusion to fully take part within the primary school setting (NAS, 2012), as focusing on the ‘deficit’ of the child rather than the potential can undermine the successful inclusive admission to the school whilst causing further discomfort to the child (Maclachlen and Schwartz 2009). Children with ASD are entitled to extra support in schools, in order to enable the child to cope with the environment which they are in together with receiving help, to reach the personal academic target (NAS, 2012). The term ‘Inclusion’ must not be confused with the terms ‘Integration’ and ‘mainstreaming’, as these terms describe a child being placed in an mainstream setting and is expected to adapt to their surroundings, and cope with the curriculum expectations. Whereas ‘inclusion’ involves the educational provisions being adapted to the individual child’s needs (NAS, 2012). NAS also believes that special schools must exist in order to accommodate children with more complex needs. However, it also appears to be essential that the ‘special schools’ work in partnership with the mainstream schools. Moreover, it is also argued by NAS (2012), that the government must not use inclusion as a rationale for cutting specialist provision. Previously, people with disabilities have undergone more discrimination and maltreatment than any other minority group (Brown, 2002). They have been subject to isolation, institutionalisation due to observation and other experimental examinations, as they have been perceived as being ‘different’, thus their needs as individuals were neglected (Barnes and Merce, 2010) The point here is that, the needs of individuals, regardless of their disability or ability must be taken into consideration, in order for the inclusive practice to work towards achieving its full potential of helping children integrate into the community they are part of whilst achieving their own individual academic targets (Avradamis et al. 2000). Due to the additional discomfort the discrimination caused to the children and their families with disabilities, some people choose to reject the labelling of being ‘disabled’ (Barnes, 2003), as this posed the danger of causing further distress to t he child (Giddin and Griffiths, 2006). Whilst many families accept that their child has impairments, it appears that the term ‘disabled’ is not easily accepted. It appears that in our society individuals with ‘impairments’ are often labelled as ‘abnormal’ or ‘disabled’ (Carson, 2009). Due to this common association, many people with ASD reject being diagnosed in fear of being labelled (Barnes, 2003). As a result, many parents/carers of children who are in the Autistic Spectrum, struggle to accept diagnosis for their child as the aspect of what the labelling may entail is overwhelming (Ariel and Naseef, 2006). Children in the main stream settings with ASD, often suffer with speech impairments (Brereton and Tonge, 2005), in addition to this, the comprehension of the spoken language and paralinguistic signals such as gestures and facial expressions may also pose potential problems for the child (Siegal, 2003). Rotatori et al. (2008), states that, implications on the childâ €™s socializing and personal interaction can often lead to behavioural problems. Developmental delays which occur due to these challenges in the learning environment may compound the condition (Seach, 2005). Various teaching strategies exist, in order to enable children of all abilities to have access to the curriculum more effectively (Kelly, 1999). According to Ginnis (2002) one of the most common and effective ways to teach children with ASD is a visual timetable, as this allows the child to become familiar with the times and activities via the simple diagrams provided for this purpose. Critically, this can guide effected children throughout their day at school, helping decrease anxiety levels by delivering basic and regular sequence (Pierangelo and Gulluliani, 2008). TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children), also uses visual support, written lists and calendars in order to help children with sequencing and prediction (NAS, 2012). Another teaching strategy involving pictures is the picture communications exchange system (PCES), this finds great use in children with limited language abilities by substitution of words and symbols for ob jects and activities. Gradually the child will build up a regular repertoire, which is beneficial for the child’s independence and own organizational qualities (Wilkinson, 2010). Successful inclusion warrants a system which extends beyond the classroom (Pittmann, 2007). This will only be possible if similar strategies are applied in leisure times as well as the classroom (NAS, 2012), some schools in response to this implemented a ‘circle of friends’ strategy. The idea behind this is for the volunteers to help children to express their feelings freely, progress socially and develop strategies to cope with high anxiety levels (NAS, 2012). Dixon and Addy (2004) argue that, teachers are now expected to embrace inclusion, whilst having actually received little or no training themselves. The inclusion of ASD’s, within the main stream schools appear to be unusually complex. As the child’s cognitive understanding often mismatches the significant language and behavioural deficits (De Boer, 2009), it is paramount that teaching staff recognizes the child’s strengths as well as their weaknesses, to effectively further the child’s development (Seach et al. 2002). Furthermore, it appears that inclusion has been most successful when a partnership between parent/carer and schools exists before the child’s first admission to school, thus bridging the gap between home environment and the school environment (De Boer, 2009). Teaching ASD’s requires adequate resource provisions; funding, time, staffing, and teaching materials are amongst the resources needed. According to Bernard et al. (2002), 45% of the schools who identified accommodating children with ASD, voiced their concern regarding lack of specialist reports received, which in return would limit the help given to the children. Remaining 55% reported inadequate diagnosis and prognosis of children with ASD this appears to lead back to the issue of ‘labelling’. Enthusiasm in a child’s own development is particularly important for the children suffering from ASD, interest levels, positive interaction and effective inclusion needs to be maintained (Howlin and Moore, 1997). As stated by Spergon in (Siegmann, 2007), for an inclusive setting to function and to achieve the desired effect, it must show a positive impact on the child’s learning. The positive influence must be in place regardless of the individual child’s ability, and developmental stage. Spergon also adds that children must be encouraged to aspire to the same education goals with independence, and enjoyment, no matter what their abilities or disabilities are (House of Commons, 2006). However, there is still a grave risk of inclusive schooling in that Autistic children are made very much aware of their differences to non-autistic children, causing the child’s stress levels to increase, resulting in self-stimulatory autistic habits (Seinsbury, 2009). Such habits together with sensory overload, appears to be a major hurdle for children with ASD in the school environment (Increased noise level, lighting, and smells) affecting their learning, and increasing social stigmatization. A large, noisy and disruptive classroom will limit any child’s capacity to learn and understand, more so a child who has ASD (Seach, 2002). Behavioural difficulties such as, shouting, lashing out, or screaming are often the secondary results of these kind of environments for ASD’s (Autismhelp, 2012). The NAS launched the ‘make school make sense’ campaign in 2006, this involved 33 discussion guidelines and corresponding feedback statistics from the families and children with ASD. The overwhelming results show that children interviewed found school a confusing and difficult place, with many finding it difficult to ‘fit in’ and making friends (Reid and Batten, 2006). In this study children who were happiest with their education, had high functioning Autism, which enabled the child to have better developed speech, thus were more able to ‘fit in’ and make friends. However Reid and Batten (2006) have also included that many of the children who were happy in their educational settings were observed to have been either in a special school that catered for their needs or in a dual setting. The 1978 Warnock report, promoted the integration of the disabled children in to the mainstream schools, together with the introduction of the National Curriculum and the Education Reform Act 1988, thus enabling the disabled children to be educated and to integrate with their non-disabled peers (Oliver, 1996). However, Baroness Warnock did articulate that, whilst it was every child’s right to have access to education and all children should be entitled to have the same start in life, she also stated the dissatisfaction she felt in mixing all abilities together as there was the belief that inclusive education for severely Autistic children could be problematic due to the characteristics and disruptive behaviour ASD children may be prone to display (Mckie, 2005). Moreover, Inclusion stood in stark contrast to the medical model approach (Barton, 2005), which used such terms as ‘fragile children’, ‘suffering from learning difficulties’, and the liberal us e of ‘ASD’. In conclusion, it seems that various regulations and policies have been introduced to the local authorities in order to enable the education sector (Primary school setting for the purpose of this paper), to address the needs of individual children with disabilities via inclusive education. However as it has been noted earlier on in the paper, it is of significant importance for the teaching staff to be adequately trained in understanding the child’s condition, such as ASD, as well as staff who are trained in how to enable inclusive education to take place in every classroom. As these developments will play a crucial role in the child’s academic and personal development. Referencing Aarons, M., and Gittens, T. (2001). Autism: a Guied for Parents and Professionals. NY: Routledge. 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London: University of London. Batten, A., Corbett, C., Rosenblatt, M., Withers, L., and Yuille, R. (2006). Make School Make Sense – Autism and Education – the reality for families today. London: The National Autistic Society. Bernard-Opitz, and V. Hauber, A. (2011). Visual Support for Children with Autistic Spectrum Disorders. USA: AAPC Publishing. Brereton, A. T. (2005). Pre- Schoolers with Autism an Educating and Skills Training Programme for Parents: Manual for Clinicians. London: Jessica Kingsley Publishers. Brown, H. (2002). Safeguarding Adults and Children with Disabilities Against Abuse. Strasbourg, Cedex: Council of Europe Publishing . Carson, G. (2009). The Social Model of Disability. Scotland: The Stationary Office. De Boer, S. (2009). Successful Inclusion for Students with Autism: Creating a Complete, Effective ASD Inclusion Program. San Francisco: Wiley. Dixon, G. a. (2004). Making Inclusion Work for Children with Dyspraxia: Practic al Strategies for Teachers . london: Routledge-Falmer. Dodd, S. (2005). Understanding Autism. Australia: Elsavier Publishing. Dover, C. L. (2007). ‘How to Diagnose Autism’. Archives of Disease in Childhood , 540-545. Doyle, B., and Doyle Iland, E. (2004). Autism Spectrum Disorders from A to Z: Assessment, Diagnosis and More. Arlington: Future Horizons Incorporated. Farrell, M. (2010). Debating Special Education. London: Taylor and Francis. Giddens, A., and Griffiths, S. (2006). Sociology UK. London: Polity press. Ginnis, P. (2002). The Teacher’s Toolkit: Raise Classroom Achievment with Strategies for Every Learner. Villiston: Crown House Publishing Ltd. Groak, C., and Eidelman, S. (2011). Early Childhood Intervention: Shaping the future for children with Special Needs and their Families. USA: ABC-Clio. Hill, J., and Furniss, F. (2006). Patterns of emotional and behavioural disturbance associated with autistic traits in young people with severe intellectual disabi lities and challenging behaviours. Research in Developmental Disabilities , 517-528. House of Commons. (2006, July 6). www.Parliment.co.uk. Retrieved April 2012, from Select comittee on Education and Skills: Third eport: http://www.publications.parliament.uk/pa/cm200506/cmselect/cmeduski/478/47805.htm Howlin, P. M. (1997). Autism: Diagnosis in autism: a survey of over 1,200 patients in the UK’. The International Journal of Research and Practice , 135-162. Kelly, A. (1999). The Curriculum: Theory and Practice. London: Paul Chapman. MacLachlan, M. S. (2009). Abnormal Child Psychology. USA: Wadsworth Publishing Company. McKie, R. (2005). London: The Guardian. Mowder, B. R. (2009). Evidence Based Practice in Infant and Early Childhood Psychology. New Jersey: John Wiley and Sons. National Autistic Society . (2012). Statistics in UK of ASD. 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Melting Point Determination

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