The effectiveness of inclusion for students with autism

1. Position Paper 3 –
Shuna Laura Flores
June 26, 2010
Sit and Get? – Inclusion of Students with Autism.
In 1997 the IDEA amendments begin to raise questions of where special education
students should be educated. Many research studies have concluded that most learning disabled
students achieve higher academic progress when they are included in general education
classrooms (Byrnes, 2009, Issue 13). The NCLB Act is placing increasing pressure on
educational systems by implementing accountability measures through “high stakes” test results
of the students and thus requiring the schools to show Adequate Yearly Progress (AYP). By the
year 2014, only 1% of school populations will be exempt from taking “high stakes” tests
reserving exemptions for only the most severe disabilities such as autism, traumatic brain injury,
etc. (Byrnes, 2009, p.173). There is a strong trend sweeping through our school systems to
reduce the number of students assigned to special educations programs. Alternatives to the
current structures of education, such as the School-wide Applications Models (SAM) where all
students are educated in general education classrooms (even if they are not at the same academic
levels as their peers), are being piloted across the country (Byrnes, 2009, pp. 272-280). Response
to Intervention (RTI) has become a major focus when addressing the reauthorization of IDEA
2004. Students are educated in 3 tiers or levels of intensity to avoid unwarranted special
education referrals and over identification of minority populations in special education (Byrnes,
2009, Issue 7). These new models for education are some of the factors that may be influencing
school systems to move toward inclusion of special education students in the general classroom.

2. Position Paper 3 –
Shuna Laura Flores
June 26, 2010
Autistic students have not missed this wave of inclusion sweeping through our schools.
Many autistic students are being “educated” in general education classroom with the company of
a full time aid (Harding, 2009). Centers for Disease Control reports 1 in 150 students have
Autism Spectrum Disorder (ASD), (Leach & Duffy, 2009). Teachers and school systems have
been inundated with the influx of this disability for the past 15 years. It is estimated that there
has been an increase from 1 in ten thousand people identified with this disorder in the late 1980‟s
to the current statistic of 1 in 150 students in 2007(William, 2010). “Autism is a disorder
characterized by impairments and deficits in communication and social interaction skills”
(Kalyva & Avramidis, 2005). Trying to communicate with and include a student with autism in
the general classroom and in daily life may feel as though one is communicating with an alien
from another planet. Behaviors of autistic students can become erratic, bizarre and confusing to
those who do not have the disorder. Even parents of autistic children find they are confused and
unable to understand their autistic children. The new educational reforms in conjuction with the
increase of autistic students included in the classroom “…many pressures emerge that need to be
reconciled. Teachers my feel ill-equipped to manage both the behavior of the disabled student as
well as the reactions and interactions of the rest of the class while also delivering quality
instruction” (Harding, 2009). “Special education teachers, general education teachers and
paraprofessionals all report feelings of inadequacy with regard to training to meet the needs of
students with disabilities” (Harding, 2009). Many autistic students have been placed in general
education classrooms with untrained staff in the hopes that the student will learn appropriate
social behaviors and gain academic knowledge through osmosis, otherwise known as “sit and
get”(Leach & Duffy, 2009). This approach has been unsuccessful and causes more disruption to
the classroom without helping any of the students (Yainni-Coudurier et al, 2008).

3. Position Paper 3 –
Shuna Laura Flores
June 26, 2010
Without specialized training when including autistic students in general education
population seems to be a recipe for disaster. Young autistic students need at least 25 hours a
week of specialized instruction in order to acquire the social skills necessary to relate to their
“typical” peers. Even with the intensive training, persons with autism continue to display
inappropriate behaviors on a regular basis (Yainni-Coudurier et al, 2008). In the past decade
many programs have been developed to enable autistic students to learn socialization and
communication skills so that they can function in a regular education classroom. Adaptive
technology in the form of social stories, picture symbols, visual schedules and environmental
arrangements have all been found to be effective for facilitating communication skills for these
special students (Leach & Duffy, 2009). Preventative strategies such as clearly stated behavioral
and social expectations help minimize maladaptive behaviors and highly structured behavior
intervention programs help teach cause/effect relationships and positive/negative consequences
of actions (Leach & Duffy, 2009). Adapting instructional presentations to include “Big Ideas”
and using graphic organizers have both been helpful in teaching many students with learning
disabilities (Leach & Duffy, 2009). It is “vital to provide general education teachers with the
information and support they must have to be able to meet the needs of these students in their
classrooms” (Leach & Duffy, 2009).
The use of “typical” students in the classroom as models and peer tutors can be extremely
beneficial for students with learning disabilities (Kaylva & Avaramidis, 2005). A small study
was conducted with preschool autistic students using peers to teach socialization. The groups
met for 30 minute sessions, once a week, for twelve weeks. The groups consisted of one autistic
child and 5 “typical” peers. The researchers set up social settings and interactions for the autistic
children to practice appropriate interaction. The study showed an increase on the number of

4. Position Paper 3 –
Shuna Laura Flores
June 26, 2010
positive social interactions and minimizing maladaptive behaviors. It is important to note that
these students had also participated in extensive Applied Behavior Analysis (ABA) programs for
a period of at least 10 months prior to this study. (ABA is an intensive program specifically
designed to break down tasks into their various elements and, through repetition and reward,
shape behaviors for autistic persons.) Due to the intensive training, structured socialization was
very helpful to these students (Leach & Duffy, 2009).
General education teachers are experiencing greater numbers of students with disabilities
of all kinds in their classrooms. It appears that some of the newer models for education resemble
the old fashion school house with students working on many different things simultaneously.
Will the majority of students currently in special education be in general education classrooms
have specialized programs and the minority of students moving uniformly as possible through
the curriculum (Byrnes, 2009, p. 272). One approach to educational reform recommends that
learning disabled students be pulled out of their primary class to work with other general and
special education students working on similar academic issues. Will that mean 8th graders will
be working with 5th graders? What will the new programs with the majority of students in
general education classrooms look like? There are still many issues and unanswered questions to
be worked out in our educational system. Successfully including autistic students in the general
classroom seems to be a goal that can be accomplished, but not without a great deal of
intervention and support.

5. Position Paper 3 –
Shuna Laura Flores
June 26, 2010
References:
Byrnes, M.A. (2009) Issue 3: Is Eliminating Minority Overrepresentation Beyond the Scope of
Public School? In L. Loeppke, F. Shilling, & J. Benedict (4th Eds.) Taking Sides.
Clashing Views in Education (Issue 7 & 13,pp.173, 272-280). New York, NY: McGrawHill.
Harding, S. (2009). Successful Inclusion Models for Students with Disabilities Require Strong
Site Leadership: Autism and Behavioral Disorders Create Many Challenges for the
Learning Environment. International Journal of Learning, 16(3), 91-103. Retrieved from
Education Research Complete database. http://search.ebscohost .com /login.aspx?direct
=true&AuthType=ip,cookie,url,uid&db= ehh&AN=43756871 &site=ehost-live
Kalyva, E. & Avramidis, E.(2005). Improving Communication Between Children with Autism
and their Peers Through the „Circle of Friends‟: A Small-scale Intervention. Journal of
Applied Research in Intellectual Disabilities, 18, 253-261. Retrieved from:
http://dx.doi.org/10.1111/j.1468-3148.2005.00232.x
Leach, D., & Duffy, M. (2009). Supporting Students with Autism Spectrum Disorders in
Inclusive Settings. Intervention in School & Clinic, 45(1), 31-37.
doi:10.1177/1053451209338395. Retrieved from: http://search.ebscohost.com
/login.aspx?direct=true&AuthType=ip,cookie,url,uid&db =20h&AN=43777938
&site=ehost-live
Yianni-Coudurier, C., Darrou, C., Lenoir, P., Verrecchia, B., Assouline, B., Ledesert, B., et al.
(2008). What Clinical Characteristics of Children with Autism Influence their Inclusion
in Regular Classrooms?. Journal of Intellectual Disability Research, 52(10), 855-863.
doi:10.1111/j.1365-2788.2008.01100.x. Retrieved from: http://search .ebscohost.
com/login.aspx?direct= true&AuthType =ip,cookie,url,uid&db=ehh&AN=
34643631&site=ehost-live
William, A. (2010, June). Autism Statistics Information. Ezine Articles. Retrieved from:
http://ezinearticles.com/?Autism-Statistics-Information&id=1665735