Asperger`s Syndrome Practice, Research Paper Example

Inclusive Setting

Children with Asperger’s Syndrome need an inclusive setting and one-on-one sessions at the same time. This can help students with their Social Development on an individual basis. The social-cognitive skills, affective-emotional development are improved through the setting. This has been confirmed by many researchers, (Brodin & Lindstrand 2007 and Bond & Castagna, 2006).

Strategies, Framework for Adaptation

Adapting to children’s needs is important; according to Johnson&Johnson, (2002) heterogeneous group arrangements are good for cognitive and social development. Individualizing approaches and curriculum is also important.

One of the most effective ways of accommodating the needs of children with Asperger’s is to “invert the classroom” (Lage et al. 2000). This involves taking some traditional classroom activities outside of the classroom and bringing in interactive and multimedia-supported learning experiences. Creating a more open and least restrictive environment, similar to children’s homes is a good strategy, however, it needs development and funding. Funding is provided to the school through the local authorities, where they have to make an application based on the initial needs assessment.

Classrooms’ transformation would involve creating different learning centers and multimedia support. It is important to provide teachers with relevant knowledge about inclusive education and the use of tools. Some multimedia screens, goal charts, teaching material with high audio-visual presence is also needed.

Support and Services

The district administration and principal would be responsible for the implementation of the plan and making arrangements about teachers’ training on vision and inclusive strategies. The school policies and procedures need to be reviewed to reflect the changes implemented. Social services, local education authorities and intervention services need to be contacted for support, and a interagency collaboration is needed. The Center for the Future of Children and the National Agenda can be contacted for support and advice when implementing the changes within the school. (Power-deFur and Orelove, 1997) In Canada, Point Peel provides professionals with resources and materials online. Among others, Brampton Caledon Community Living and Peel Children’s Centre are able to provide services. Peel Children’s Aid provides help for parents and families through their foundation.

Further Notes on Development

The Position Brief of the Council of Exceptional Children provides guidelines and ideas for implementation; “A natural setting is one in which the child would spend time had he or she not had a disability.” (Mellon, online.)

References

Brodin, J., & Lindstrand, P. (2007). Perspectives of a school for all. International Journal of Inclusive Education, 11(2), 133-145

Bond, R., & Castagnera, E. (2006). Peer supports and Inclusive Education: an underutilized resource. Theory into Practice, 45 (3), 224-229

Johnson, W., Johnson, R. (2002) Cooperative community, constructive conflict and civic values. In: Thousand, J., Villa, R., Nevin, A. Creativity and collaborative learning.: A practical – guide to empowering students, teachers and families. p. 181-286.

Lage, M., Platt, G. and Treglia, M (2000) “Inverting the Classroom: A gateway to Creating an Inclusive Learning Environment” The Journal of Economic Education. Vol. 31. No. 1. Winter 2000

Power-deFur, L. and Orelove, F. (1997) Inclusive Education: Practical Implementation of the Least Restrictive Environment. Jones&Bartlett.

Mellon, C. (online) Create an Inclusive Learning Environment. Web, http://www.cmu.edu/teaching/designteach/teach/learningenvironment.html