Autism and Learning Disability, Research Paper Example

Name of Curriculum

The National Curriculum and Inclusion caters for an inclusive curriculum for Autism through incorporating the inclusion statement that is overarching in statutory. The curriculum gives precise details of the manner in which teachers can make appropriate modifications in the study programs of the national curriculum to offer all the students with the most suitable as well as relevant challenging tasks in every critical stage of education. The curriculum calls for a due regard of the three crucial principles that are requisite for the development of a curriculum that is more inclusive. The three crucial principles are outlined as follows:

• Setting the learning challenges that are perceived as suitable
• Responding to the diverse needs of the students in learning
• Surmounting the probable barriers that hinder learning as well as evaluation of pupils as individuals or in groups.

A careful following of the listed principles is crucial in reducing the population of the students that can be discriminated against through the national curriculum.

Skill, benchmark or standard: Inclusive Education for Autism

Pupils in school who are autism victims are affected by some form of impairment in their mind and therefore they encounter hard moments of taking perspectives. Autism pupils can only have a personal perspective of the things around them and not any other unlike the rest of the pupils who have a perfect theory of mind. Autism pupils therefore are associated with poor as well as limited social interactions, their communication skills are commonly under developed, and they usually perform repetitive activities, interests along with behaviors. The autism students also show some diversified neurological responses which are not inherent in other students and this therefore makes them over sensitive to senses of touch and feeling such that they can display abnormal behaviors. The exceptional behaviors bear vital implications on the process of learning among this group of pupils. Autistic pupils are also “low functioning” with an extremely high intelligence level although their IQ is generally low (O’Brien & Pearson, 2004). The types of intelligences notable among the autistic students contribute to the overuse of the senses and they are commonly overwhelmed which are actions that cannot easily be noticed. Autistic pupils have good non-verbal behaviors and eye-eye-guess. They also have body postures as well as gesturers that facilitates in the regulation of social interaction. The autism Spectrum students have average intelligence as well as average level of performance with high IQ and good verbal ability. They are also simple, low-level and perceptual expertise that facilitates in efficient problem solution through their rote memory. Pupils whose intelligence is average attains good  scores in verbal tests together with the IQ tests but the autistic pupils are likely core below the IQ cut off although they perform better and beat the average intelligent pupils in nonverbal tests (Mash & Barkley, 2003).

Disability – (Autism)

Autism is one of the disabilities that cause significant effects to the processes of development with such effects as behavioral, social together with communication challenges. The pupils who victims of autism disorder may encounter challenges to a significant degree that are marked by empathy, social skills, flexible behavior along with communication. The symptoms and level of disability for autism may however vary from one person to another. Diagnosis may be identical but differences in behavior and disability level may be evident. Autism symptoms are manifested as speech and language problems, limited interests and social skills. The level of symptoms severity their combinations along with behavioral patterns however are considerable in their manifestation among different people (Rogers & Vismara, 2008).

Activity

Majority of the general teachers prefer application of specialized strategies in teaching autistic students. It is however imperative that the teachers have a knowledge of autism prior to preparing the lessons for such students. However, much effectiveness among the teachers is achieved when the teacher embrace the disparities in approaching the tasks leading to the completion of the class work. This has the implication of inclusive pedagogy that leads to a good teaching. The teacher must give room for a diverse of ways for the expression of the understanding o the students. At the time of lesson preparation for the diverse and inclusive classroom, the teacher must be able to make the best choice of the content that will be accessible and also motivate all the students. It is also prudent that the autistic pupils are included in setting the education curriculum. The best strategies that can be beneficial to autistic pupils must be identified so as to achieve success in inclusiveness. This task is at most times daunting to the teachers but they must be able to appreciate that, Autistic pupils can learn just like normal pupils. The most crucial aspect involves gaining a clear knowledge of exceptional characteristics that are associated with Autistic pupils. It is also prudent to appreciate the fact that autistic pupils have special gifts that require talent development during learning

References

Mash & Barkley, (2003). Child Psychopathology. New York: The Guilford Press.

O’Brien G, & Pearson, J. (2004). Autism and learning disability. Autism. 8(2):125–140.

Rogers, S.J, & Vismara, L.A., (2008). Evidence-based comprehensive treatments for early autism. J Clin Child Adolesc Psychol. January 37(1):8–38.