Special education- aspergers syndrome Essay Example
Children suffering from Asperger’s Syndrome encounter numerous challenges that include communication barriers which prevents them from communicating properly with their teachers. For example, a speech and language impaired child cannot work out the pragmatics, semantics, and prosody of a language which entails intonation, volume, rhythm, and inflection. This induces a great challenge because a teacher cannot understand the child’s needs when addressing the learning requirement. Another challenge is the social relationship problem that is presented by an infant suffering Aspergers Syndrome. According to Volkmar et al. (2008), lack of good interpersonal relationship with peers and teachers make the learning process of a child challenging. Children having Aspergers Syndrome and related carks shows serious social and communication skills hindrance which affect both their growth and development process. A child suffering from Aspergers Syndrome has a normal IQ and can socialize and make friends, but they however encounter a great deal of difficulties in establishing an effective social links. A lot of Aspergers Syndrome affected children are in danger of developing vices such as mood disorders associated with anxiety and depression which mainly affect teens. Crisis may crop up as a result of virtues related to autism like addressing the complications and the knowledge of decoding verbal communication or otherwise. Inability to verbally express themselves and the qualities of anti-social skills adds up to a varied sensory stimulus. In essence, being short of collaboration could result in misunderstanding and failure to predict results as manifested in the use of several nonverbal qualities like facial expression, eye gaze, body movement and gestures which regulate the social interaction with their peers.
Many teens with Asperger’s syndrome exhibit best performance while subjected to verbal lessons and homework. On the other hand, they frequently have difficulties in understanding concepts and are likely to observe part of the situation as compared to the whole of it. This calls for a teacher to employ parts-to-whole teaching approach which implies that the teacher should start with part of the problem and progressively increment it. Most of the Aspergers Syndrome learners are heavily affected by background noises. For example, a clock chime and the hum of fluorescent bulb can distract the attention of the affected child. Young teens suffering from Aspergers Syndrome are often known to mature gradually and in most cases do not exhibit actions that are in tandem with their age. For example, a youngster suffering from Aspergers Syndrome may experience difficulties in establishing a desired age peer group and this makes the child associate more with adults instead of other children (Bauminger, Shulman, & Agam, 2003).
Evidence-based practice for dealing with the challenges
Evidence-based practice implements empiric methods of focusing and knowing by critically applying the available information and research to indentify and offer informed decision-making. It also provides a means to edge and tackle situation which calls for the best available care. The integration of the best research information with clinical expertise, early childhood teachers and children values are the most effective practise used in overcoming the challenges of Aspergers Syndrome (Odom et al., 2003).
Evidence based practises have been focused on medical professionals but has since crossed into other disciplines such as education. The central premise in education is that, it refers to a teacher’s training, teaching techniques and evaluative assessments of the learning progress. In education discipline, devotion to evidence-based practice is obligatory and should be used to model curriculum, programs, and teacher readiness to courses so that all learners are accorded equal opportunities to perform extremely well through the use of practices and approved methods.
Medical practitioners and scholars observed that Asperger’s Syndrome is a disorder at the higher end of the Autistic spectrum and that an Autistic individual lives in his/her own world. Nursing has developed a strong focus on various ways of knowing and providing excellent care to the Asperger’s Syndrome affected children (Klin & Volkmar, 2003). The four essential patterns of identification used are; ethics, empiric, aesthetic, and personal patterns. Empirical knowledge links to explanation, fact descriptions and predictions. Ethics entails the use of moral values, principles, obligations and desired end results. Personal identification pertaining to the real transpersonal association between a child and teachers and finally aesthetic knowledge shows a teacher’s perception of what is relevant to the child (Safran, 2002).
A teacher should explain to the child about accommodations that may be granted because they may have their own preference. This is despite according equal chances to all students without discrimination. The teacher should also restrain from the prospect of the course at the same time. However, a teacher can modify the course work to adapt specific requirements of the coursework to cater for children who cannot process and effectively benefit from visual aids. Utilizing the current technology as teaching mechanism motivates the child more and thus benefiting from the adaptive Learning Resource Centre (LRC) equipment (Bovey & Strain, 2003).
Individuals with Disabilities Education Improvement Program (IDEIP) project works with an aim of protecting children with Aspergers Syndrome and autism as well promoting the need to have special teachers who practice on evidence gathered through research and ensure that research has undergone peer review so as to verify the practice employed. This guarantees that evidence preferred for convenience or by preference is used against the stipulated research. Although evidence-based practices ought to offer the best potential option, both the educational and medical settings negates qualified teachers experts trained to render the best services. Situation may call for alteration or modification of the elements that are yet to be researched or have valid and enough evidence that can be used to validate the research data and approve them. In the field of education, community setup, family, socio-economical status and personality differences in children’s behaviour causes varied end results. Human being differs in age, coexist on a varied health conditions and the likelihood of taking instructions as administered by the tutors. Because of this, they may not be reflected in the research already in use. Professional judgment is therefore invited to exercise and develop the finest and valuable schema of assisting learners affected with Aspergers Syndrome (Safran, 2001).
Reasons for inclusive approach to education
Research guarantees strong evidence that students suffering from Aspergers Syndrome and autism gain knowledge steadily and suitable social skills while mingling with their peers. The social relations can be facilitated by peer-initiated procedures. An effective example of a peer-initiated procedure is referred to as peer-mediated interventions. Peer mediated strategies mainly inscribes the use of social competent peers to mould and strengthen the right social behaviour (Schwartz et al., 2004).
In addition to the above approach, Laushey and Heflin (2000), advance two more examples that can be used. This includes peer buddy and peer tutoring methods. Peer buddy approach allows a teacher to assign an Aspergers Syndrome challenged child to a buddy, who is mandated to keep an eye, play with, and have an extensive conversation with the affected child. Peer tutoring approach is made up of tutor-learners pairs and supports the subsidiary learning of social behaviours through natural initiated interactions (DiSalvo & Oswald, 2002).
Peer-initiated actions are effective in teaching of social skills to students with Aspergers Syndrome. The procedures allow students with Aspergers Syndrome and autism to play and perform activities in a social setting. Learners with Aspergers Syndrome and autism do not learn by following what most individuals do, but instead, they require be directing and advising on what to do. Peer-initiated procedures eliminate learners with Aspergers Syndrome and autism from the position of observers to become trainee.
Bauminger, N., Shulman, C., & Agam, G. (2003). Peer interaction and loneliness in high functioning children with autism. Journal of Autism & Developmental Disorders, 33(3), 489-507.
Bovey, T., & Strain, P. (2003). Promoting positive peer social interactions. Disabilities and Gifted Education, 8(1), 3-6.
DiSalvo, C., & Oswald, D. (2002). Peer-mediated interventions to increase the social interaction of children with autism: consideration of peer expectancies. Focus on Autism & Other Developmental Disabilities, 17(2), 198-208.
, 12(1), 1-13. Diagnosis and external validity. Child and Adolescent Psychiatric Clinics of North AmericaKlin .A., & Volkmar, F.R. (2003). Asperger syndrome.
Laushey, K., & Heflin L. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism & Developmental Disorders, 30(1), 183-193.
Odom, S., Brown, W., Frey, T., Karasu, N., Smith-Center, L., & Strain, P. (2003). Evidence-based practices for young children with autism: contributions for single-subject design research. Focus on Autism & Other Developmental Disabilities, 18(3), 166-176.
Safran, J. (2002). Supporting student with Asperger’s Syndrome in general education.Teaching Exceptional Children, 34(5), 60-66.
Safran, S.F. (2001). Asperger syndrome the emerging challenge to special education. Exceptional Children, 67(2), 151-160.
Schwartz, I.S., Sandall, S.R., McBride, B.J., & Boulware, G.L. (2004). Project DATA: An inclusive school-based approach to education young children with autism. Topics in Early Childhood Special Education, 24(3), 156-168.
. Washington, DC: American Psychiatric Publishing.Asperger’s syndrome of Pervasive developmental disordersVolkmar, F.R. et al. (2008).
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