1. Advocating for
Change
Problem—How would you teach
autistic students and manage their
behavior within a regular education
environment.

2. Summary of Historical, Political,
Environmental, Systematic, and Legal
Context of the Problem
 There are autistic students who will yell out during instruction,
or continue to get out of their seats without permission. I
have also seen students with autism who just sit in class with
nothing to do while their classmates are working on a task.
This should not be acceptable.
 Autism is a spectrum disorder that affects the way the brain
functions. Autism can also impact a child’s socialization
skills. The child can experience delays in learning to speak,
and/or have a tendency to repeat the same thing over and
over again (Darden, 2007). Their eye contact is usually poor.
You will have to teach and remind the child to look at people.
An autistic child also had the tendency to become
preoccupied with certain topics and activities.

3. Summary Continued……….
 There are several reasons that are speculated to what may
cause autism, but no one knows for sure. Studies have been
done on gene abnormalities in the brain, the chemistry in the
brain, and possible environmental factors on the brain. All
three are believed to play a part, but nothing exclusive has
been found.
 According to Leblanc, Richardson, and Burns (2009) many
autistic children have a good memory for visual and auditory
material; although memory for visual material is better.
Language and speech abilities vary in children with autism
(SAMHSA, 2003). The majority of children with autism speak
late. They have a tendency to repeat entire sentences over
and over again.

4. Data and Findings
 Valenti and Loiacono (2010) findings report teachers may not notice that students
with autism have difficulty with short and long term memory when learning
information. For example, when the students need to copy problems or information
from the whiteboard, the students may not be able to retain the information long
enough to copy it. The student will more likely copy one letter or one word at a time
rather than whole words or phrases.
 Leblanc, Richardson, and Burns (2009) write, “Research on teachers without
training reveal that they may see these students as lazy or stubborn.”
 The social development of a student with autism is different from other students.
Autistic students do not have the skills to interact with their peers, so this may cause
them to withdraw and isolate themselves. According to Abdool (2010), “autistic
students must develop their social competence in order to function in the school
environment.”
 Students with autism lack motivation for learning. The students become motivated
based on how well they perform different task. If they do not have the skills to
complete an assignment, it’s understandable why they may tend to withdraw from
some classroom activities. Research findings of Hwang and Evans (2011) suggest
autistic students struggle with learning new concepts. It’s hard for them to make
connections and build knowledge.

5. A Viable Solution and
Recommendations
 Siegel, Koenig, Cohen, Bleiweiss, and Brennan (2009) researched
different programs to train children, parents, and teachers in order
for autistic students to be successful in a regular education
classroom. One way to accomplish this is by using the “nest”
program. Special trained therapist and educators come into the
classroom to provide a therapeutic environment. A variety of
strategies are used to help autistic students academically,
behaviorally, and socially. For the “nest” program, a daily schedule
is displayed in the classroom for all to see. Visual aids take the
place of verbal direction. Students with autism find it easier to
process the information. Peer tutors work with autistic students to
help them complete classroom assignments and jobs (Terpstra,
Higgins, & Pierce, 2002).

6. A Viable Solution and
Recommendations Continued……
 How a teacher presents information to a student with autism makes
a big difference. Get the child ready to learn during class by giving
her clear expectations before the lesson so that the student knows
what he/she will be required to know and do.
 A graphic organizer explaining many points can be sent home so
the parent can go over information the night before (Abdool, 2010).
This will help the child be familiar with the information when the
teacher goes over it. The child can use the graphic organizer
during the lesson to follow along by pointing to each part as the
teacher discusses it. This gives the child the best chance at
participating in the lesson and answering questions.
 After a lesson is over, it is important to check the student’s
understanding of key concepts and and details through post-
teaching. The teacher can do this, or get the assistance of the
special education teacher and/ or paraprofessional (Healthday,
2011).

7. A Rationale for the Proposed Solution
 Abdool’s (2010) research has shown that
accommodations and adaptations should be
made in order for students with autism to be
successful. Modifications involve changing the
amount or type of information to be learned. For
example, the language or concepts may be
simplified. The work should be challenging but
not so difficult that it becomes stressful for the
child. Accommodations are adjustments made to
the environment and to the way the material is
presented to benefit the child’s learning style so
that the child is able to learn the required material.

8. Implications the solution will have:
 Having a child with autism un your class will be an
enriching experience. It will challenge a teacher’s
creativity and problem solving skills. It will make
you think in ways you haven’t before andmake
you a stronger teacher overall. In addition to
developing your teaching skills, observing the
growth of a child with autism and knowing that
you have played a part in that growth can be
gratifying.

9. References:
 Abdool,W., (2010). Included Students with Autism and Access to General Curriculum:

 What is Being Provided? Issues in Teacher Education, 19 (2), 153-169. Retrieved

 April 25, 2011, from ERIC database.
 Darden, E., (2007). Autism, the Law, and You. American School Board Journal, 60-63.

 Retrieved March 18, 2011, from ERIC database.
 Hwang, Y.,& Evans, D. (2011). Attitudes Towards Inclusion: Gaps Between Belief and

 Practice. International Journal of Special Education, 26(1), 136-146. Retrieved

 May 1, 2011 , from ERIC database.
 Healthday, (2011, May 11). Most Teachers Favor Inclusion for Autistic Students. U.S.

 News & World Report, 54-56.
 Leblanc, L., Richardson, W., & Burns , K. (2009). Autism Spectrum Disorder and the

 Inclusive Classroom. Teacher Education and Special Education, 32 (2), 166-179.
 Retrieved March 10, 2011, from Wilson Select Plus database.


10. References Continued……….
 .
 SAMHSA’S National Mental Health Information Center.(2003). Children’s Mental
 Health Facts Children and Adolescents with Autism. Bethesda, MD: U.S.

 Department of Health and Human Services.
 Siegel, D., Koenig K., Cohen, S., Bleiweiss, J., & Brennan, S. (2009). The ASD Nest

 Program. Teaching Exceptional Children, 42 (1), 6-13. Retrieved May 1, 2011,
 from Wilson Select Plus database.
 21
 Terpstra, J., Higgins, K., & Pierce, T. (2002). Can I Play? Classroom –Based
 Interventions for Teaching Play Skills to Children with Autism. Focus on

 Autism and Other Developmental Disabilities, 17 (2), 119-126. Retrieved
 March 3, 2011, from ERIC database.
 Valenti , V., & Loiacono , V. (2010). General Education Teachers Need To Be Prepared

 To Co-Teach The Increasing Number of Children With Autism In Inclusive
 Settings. International Journal of Special Education, 25 (3), 24-32. Retrieved May
 1, 2011 , from ERIC database.