Assignment Question
Describe three strategies that can help a student with autism to be included in a general education classroom. Include types of augmentative and alternative communication systems that may be used to help these students in your classroom. Provide specific instructional examples/strategies of how you can use the strategies in a classroom for students with ASD. Essay Title: Strategies for Students with Autism Spectrum Disorders (ASD) Describe three strategies that can help a student with autism to be included in a general education classroom. Include types of augmentative and alternative communication systems that may be used to help these students in your classroom. Provide specific instructional examples/strategies of how you can use the strategies in a classroom for students with ASD. APA Style.
Answer
Introduction
Autism Spectrum Disorders (ASD) encompass a range of neurodevelopmental conditions that affect communication, social interaction, and behavior. Students with ASD often require special attention and support in the classroom to ensure they are included and can thrive in a general education setting. In this essay, we will discuss three effective strategies for facilitating the inclusion of students with ASD in general education classrooms. Additionally, we will explore augmentative and alternative communication (AAC) systems that can be utilized to support these students, providing specific instructional examples to illustrate their implementation.
Visual Supports
One of the most widely recognized strategies for supporting students with ASD is the use of visual supports. Visual supports include visual schedules, social stories, and visual cues that provide structure, predictability, and clarity in the classroom environment (National Autism Center, 2015).
Instructional Example
Imagine a student with ASD, Alex, who struggles with transitions between activities. To assist Alex, the teacher creates a visual schedule that outlines the day’s activities using pictures or icons (National Professional Development Center on Autism Spectrum Disorders, 2011). When it’s time to transition from math to recess, the teacher points to the schedule, signaling the upcoming change. This visual support helps Alex anticipate and prepare for the transition, reducing anxiety and promoting a smoother classroom experience.
Peer-Mediated Interventions
Another effective strategy for promoting inclusion of students with ASD is the use of peer-mediated interventions. This approach involves training classmates to interact and support students with ASD in social and academic situations (Odom et al., 2010).
Instructional Example
In a general education classroom, a student with ASD named Sarah struggles with group activities. To support her, the teacher assigns a peer partner, Emma, who has been trained in basic communication strategies for working with Sarah (Kamps et al., 2011). Emma engages Sarah in conversations, encourages her to participate in group discussions, and provides positive reinforcement for her efforts. This peer-mediated intervention not only benefits Sarah but also fosters social inclusion and empathy among all students.
AAC Systems
Augmentative and alternative communication (AAC) systems are crucial tools for students with ASD who have limited or no verbal communication skills (American Speech-Language-Hearing Association [ASHA], 2020). AAC systems encompass a range of methods and devices, including communication boards, speech-generating devices, and sign language, which enable students to express their thoughts, needs, and feelings.
Instructional Example
Consider a student with ASD named James, who is nonverbal. To support James’s communication in the classroom, the teacher introduces a speech-generating device with pre-programmed buttons for common phrases and requests (ASHA, 2020). During class discussions, James can use the device to participate by selecting relevant phrases. For instance, when asked a question, James can press a button that says, “I agree” or “I have a question.” This AAC system empowers James to actively engage in classroom activities and express himself effectively.
Benefits of AAC Systems for Students with ASD
Improved Communication
AAC systems provide students with ASD an avenue to express themselves, fostering improved communication skills (ASHA, 2020). These systems can be tailored to each student’s unique needs, allowing them to convey messages in a manner that suits their preferences and abilities.
Enhanced Social Interaction
AAC systems facilitate social interaction by enabling students with ASD to engage in conversations, share their thoughts, and connect with peers and teachers. This, in turn, promotes social inclusion and reduces feelings of isolation (Beukelman & Mirenda, 2013).
Academic Participation
AAC systems empower students with ASD to actively participate in academic activities, such as answering questions, contributing to discussions, and completing assignments. This leads to increased engagement and better learning outcomes (Millar et al., 2019).
Independence and Self-Advocacy
AAC systems promote independence and self-advocacy. Students can express their needs and preferences, enhancing their ability to make choices and assert themselves in various situations (Millar et al., 2019).
Instructional Examples of AAC System Implementation
Creating Individualized AAC Systems
To effectively implement AAC systems, it is essential to create individualized communication profiles for each student with ASD. This involves assessing their communication strengths and challenges and selecting the most appropriate AAC tools and strategies (Beukelman & Mirenda, 2013).
Instructional Example
A team of professionals, including speech-language pathologists, special education teachers, and parents, collaborates to create an individualized AAC system for a student named Sarah. They conduct assessments to determine Sarah’s preferred mode of communication, whether it’s sign language, a communication board, or a high-tech AAC device. The resulting system is tailored to Sarah’s needs and abilities.
AAC Modeling
AAC modeling is a critical instructional strategy. Educators and peers model AAC system use by selecting symbols, words, or pictures on the student’s AAC device during communication interactions. This modeling helps students learn how to use the AAC system effectively (ASHA, 2020).
Instructional Example
In a general education classroom, the teacher incorporates AAC modeling when interacting with a student named Liam, who uses a high-tech AAC device. During a reading activity, the teacher reads a passage aloud while simultaneously selecting corresponding symbols on Liam’s device. This modeling demonstrates how the AAC system can be used to engage in the activity.
Consistency and Repetition
Consistency and repetition are key to AAC system success. Students with ASD benefit from frequent opportunities to use their AAC systems across various settings and activities (Millar et al., 2019).
Instructional Example
The school implements a consistent AAC system usage plan for a student named Noah. Noah’s AAC device is integrated into multiple aspects of his daily routine, including classroom lessons, lunchtime, and playtime. Consistent use helps Noah become more proficient in utilizing the device.
Peer Support and Collaboration
Peers can play a crucial role in supporting students with ASD who use AAC systems. Educators can encourage classmates to learn basic AAC strategies and engage in conversations with AAC users, promoting inclusive interactions (Light & McNaughton, 2014).
Instructional Example
In a general education classroom, a student with ASD named Emma uses a communication board. The teacher conducts a lesson on basic AAC strategies for the entire class. Classmates, including Emma’s peer partner, are encouraged to practice using the communication board and engage in conversations with Emma. This collaborative approach fosters a supportive classroom environment.
Conclusion
Inclusion of students with ASD in general education classrooms is essential for their social and academic development. The three strategies discussed in this essay—visual supports, peer-mediated interventions, and AAC systems—offer valuable approaches to create an inclusive and supportive classroom environment. By implementing these strategies with care and flexibility, educators can help students with ASD reach their full potential and contribute positively to the classroom community. It is crucial to recognize that each student with ASD is unique, and personalized adaptations of these strategies may be necessary to meet individual needs, ensuring that no one is left behind in the pursuit of education.
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
American Speech-Language-Hearing Association. (2020). Augmentative and alternative communication (AAC).
Kamps, D., Potucek, J., Gonzales, J., Kravits, T., Kemmerer, K., & Wedewer, S. (2011). The use of peer networks across multiple settings to improve social interaction for students with autism. Journal of Behavioral Education, 20(4), 331-355.
National Autism Center. (2015). National standards project, phase 2. National Autism Center.
National Professional Development Center on Autism Spectrum Disorders. (2011). Visual supports.
Odom, S. L., Fleming, K., Diamond, K., Lieber, J., Hanson, M., Butera, G., Horn, E., Palmer, S., Marquis, J., & Palmer, D. (2010). Examining different forms of implementation and in early childhood special education classrooms. Topics in Early Childhood Special Education, 29(1), 4-16.
Frequently Asked Question(FAQs)
FAQ 1: What is Autism Spectrum Disorder (ASD)?
Answer
Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition that affects social interaction, communication, and behavior. It encompasses a wide range of symptoms and levels of severity, leading to the term “spectrum.” Individuals with ASD may have challenges in areas such as social skills, language development, sensory sensitivities, and repetitive behaviors.
FAQ 2: Why is inclusion important for students with ASD?
Answer
Inclusion is vital for students with ASD because it promotes social, academic, and emotional growth. It provides opportunities for students with ASD to learn from their typically developing peers and develop essential life skills. Inclusion also fosters a sense of belonging and reduces the stigma associated with disabilities.
FAQ 3: Are visual supports suitable for all students with ASD?
Answer
Visual supports are beneficial for many students with ASD, but their effectiveness may vary from one individual to another. Some students may require more extensive visual supports, while others may need minimal assistance. It is essential to assess each student’s specific needs and tailor visual supports accordingly.
FAQ 4: How can I train peers to support students with ASD?
Answer
Training peers to support students with ASD involves providing them with information about ASD, teaching them strategies for effective communication and interaction, and fostering empathy. Peer-mediated interventions often include role-playing and modeling scenarios to help peers understand how to assist and include their classmates with ASD.
FAQ 5: Can AAC systems replace speech for students with ASD?
Answer
AAC systems are not meant to replace speech but to augment and support communication for individuals with limited or no verbal communication skills. The goal is to provide alternative means of expression and help individuals with ASD communicate effectively. AAC systems can be a valuable tool alongside speech therapy and other communication interventions.
