“If they can't learn the way we teach, we teach the way they learn” - O. Ivar Lovaas
In March 2012, Centre for Disease Control reported that the prevalence of Autism Spectrum Disorder (ASD) was 1 in every 88 children. With this startling report of very high incidence of the disorder, it is now more likely than before that children with ASD will likely have to be served in the mainstream classroom in one way or another. It is important, however, that an appropriate programme is developed for these children, taking into consideration their special learning needs.
In Jamaica, a select number of schools offer spaces to children with ASD, with many of these schools recommending that these children be accompanied by a “Shadow”. What is most important, however, is that students with ASD, once in a school setting have a specially developed Individual Education Plan (IEP) that outlines specific and individualized goals and objectives for that student. From this IEP, parents should ensure that goals and objectives developed are targeting key areas of weakness, as well as enhancing any areas of strength. It is important that parents are made a part of the process of development and monitoring of progress of the IEP. Also, it is highly recommended that parents are encouraged and empowered to carry out activities at home with their child which will corroborate with what is also done at school.
The classroom environment for the child with ASD must be highly visual, with lessons and even instructions given having at the core of them the use of visuals, especially for children who are nonverbal. Teachers should ensure that these classes are highly structured with routines and organized with pre-planned rules.
It is very important that a student with autism is given achievable assignments, that will not incite frustration, but also pose an appropriate degree of challenge to ensure that they are learning and growing. Schedules help reduce the stress associated with these feelings and increase a student’s opportunities for success. A schedule enables students to keep track of the day’s events and activities as well as develop an understanding of time frames and an appreciation of environmental sequences.
The child with ASD in the classroom should be given the best opportunities to learn alongside their typically developing peers. Although a fair percentage of children with ASD will have cognitive and learning disabilities, if they are taught using appropriate strategies and appropriate accommodations are made within the classroom to suit their needs, they can successfully learn and maximize their highest potential.
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