The activity of inclusive teaching that involves children with learning disabilities combining and learning in the same classroom with those with no disability is become more common. A study by Fyn (2014) it is important for teachers to develop co-teaching strategies that are beneficial to all students in their classroom. As such, one method that a teacher can use to intervene and deescalate the students with autism disorder by ensuring that they are well prepared for the lesson (Scholper & Mesibov, 1994). The teacher should know the few students that are ready to interact with the autism students in the class and put the ASD student in groups with these socially accepting students. This will make the autism student now his friends and learn to work with them during group activities.
It is normal to find that student with autism usually go through meltdown periods. Therefore, it is important to explain to the other students that one of them has autism disorder and need their support to find earning easy (Willa & Thousand, 2005). The student need t understand the challenges that the autism student face so as to make them informed of the learning needs of the autistic child. It is also important for the teacher to promote social skills among the students to make it possible for them to interact easily with the autistic students. Some of the proactive ways to prevent outburst in future is to enforce effective socialization in classroom. They also need to learn cooperative skills and be friendly to all students irrespective of the learning needs. The teachers may also decide to group the autistic student with the students who are friendly to them. It is also important to use teaching and learning materials that appeal to all students in the classroom.
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It is important to collaborate with a co-teacher to seek solution for autism, students in an inclusive class. Some method of collaboration would include working with a special education teacher to help the autistic student. Secondly, the special education teacher will share the lesson and ensure that she encourages the autistic students participate in the classroom. The teachers can also engage in supportive, parallel, and complementary co teaching to help the students in an inclusive class. The ain teacher and the co-teacher will needs support such as being informed on the roles they are supposed to ply during the co-teaching strategy (Villa, Thousand and Nevin, 2008). For example, one teacher should take the lead role while the other rotates among other students. They also need to know the number of student they need to handle during the lesson. Moreover, Villa (2015) they teachers should discuss how they will handle the class interchangeable to avoid any superiority issue during the learning.
One ethical concern that the teachers will have to consider is the effect of disclosing the learning disorders that the autistic student has in the class. They will have to be weary of the fact that some students might use this information to taunt the challenges students in the class. This might also lead to social issue between the normal students and the academically and mentally challenged student in the same learning setting. On the same note, letting the student know about the challenges that one or two of them have may also lead to some legal issue. For example, the parents of the challenges students may take such moves negatively and call for law suits against the teachers or educators in the school. As such it is important for the teacher to discuss the difficulties that the student if facing with his or her parent also discuss the approaches the teacher is aiming to take with the aim of solving the situation so as to avoid any legal suits.
References
Fyn, Y. (2014). Inclusion strategies for students with autism spectrum disorders. New York : Routledge.
Schopler, E., & Mesibov, G. (1994). Behavioral issues in autism : New York: Plenum.
Villa, R. Thousand, J., & Nevin, A. (2008). A Guide to Co-Teaching: Practical Tips for Facilitating Student Learning (2nd. Ed.). Thousand Oaks, California: Corwin Pres.
Villa R., & Thousand. J., (Eds). (2005). Creating an Inclusive School. ?Alexandria, VA: Association for Supervision and Curriculum Development.
Villa, R. (2015). Effective Co-Teaching Strategies. Thousand Oaks: Corwin Press.
