Edu 626 - Teaching Students with Autism Spectrum Disorder

Running Head: Teaching Students with Autism Spectrum Disorder

Teaching Students with Autism Spectrum Disorder

EDU 626: Research design & Methodology

May 9, 2011

Abstract

"Autism is a brain-based disorder that influences how students learn and function in academic and social settings," (Bailey et al., 2009). In today's society we have many student's being diagnosed with autism spectrum disorder. This paper is going to look at, is it difficult to teach students with this disability to learn.

Teaching Students with Autism Spectrum Disorder

Introduction

"Autism is a disorder in which children are diagnosed with lack of social or emotional reciprocity in his or her classroom," (www.brighthub.com). Most students with autism qualify for special education services under the Individuals with Disabilities Education Act (IDEA). "Disorders that occur along the autism spectrum are described collectively as Autism Spectrum Disorder (ASD). Such disorders include:

1. Childhood Autism

2. Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS).

3. Rett's Disorder

4. Childhood Disintegrative Disorder

5. Asperger's Disorder (Evans et al., 2003).

Today teachers are working on finding what strategies would work best when teaching students with autism. "The amount of time that a student with autism is actively engaged in or attending to activities and interactions has been cited as one of the best predictors of long-term student outcomes" (Hume & Reynolds, 2010).

Review of Related Literature

Friedlander, D. (2009). Sam comes to school: Including students with autism in your classroom.

Clearing House, 82(3) 141-144. Retrieved April 9, 2011, from EBSCOhost database.

This study is a short teacher awareness and understanding of behaviors and perceptions unique to students with autism. Autism can often be overwhelming for teachers who are uninformed and untrained in the unique issues of autism. This study facilitates the development and implementation of strategies created specifically to ease this potentially overwhelming situation for students and teachers.

Winstrom, E. (2011). The behavior characteristics of a student with autism. Retrieved

April 8, 2011, from http://www.brighthub.com/education/special/articles/17316.aspx

This website explains that autism is a complex illness that can cause various problems in children, depending on its severity. Autism does display several key characteristic that occur in most children. Teachers can learn to utilize these unique characteristics to help them succeed in school.

Kimball, J.W., Kinney, E.M., Stromer, R., & Taylor, B.A. (2006, spring). Activity schedules,

Computer technology and teaching children with autism spectrum disorders. Focus on

Autism and other developmental disabilities, 21 (1) 14-24. Retrieved April 9, 2011, from

EBSCOhost database.

This journal review covers selected research on activity schedules and on technology and instructional methods believed to interface with schedules. The authors also looked at preliminary works involving computer schedules enhanced with sound and video to deliver educational programs to children with autism spectrum disorders.

Hume, K., & Reynolds, B., (2010). Implementing work system across the school day: Increasing

engagement in students with autism spectrum disorders. Preventing school failure, 54 (4)

228-237 Retrieved April 8, 2011, from EBSCOhost database.

The researchers of this journal provided a review of the research supporting the use of work systems, a rationale for implementation and a description of implementation steps, and examples of application with students across age ranges and ability levels.

Grenier, M., & Yeaton, P., (2011). Previewing: A successful strategy for students with autism.

Journal of physical education, recreation and dance, 82 (1) 28-43 Retrieved April 8, 2011,

From EBSCOhost database

This article focuses on the effectiveness of previewing for students with autism spectrum disorders in general physical education classes. Previewing involves the introduction of social or motor skills that will be practiced before the student arrives at class.

Barry, L.M., & Burlew, S.B., (2004, spring). Using social stories to teach choice and play skills

to children with autism. Focus on autism and other developmental disabilities, 19 (1) 45-51

Retrieved April 9, 2011 from EBSCOhost database.

In this journal, a special education teacher used social stories in her classroom to teach two children with severe autism how to make activity choices, play appropriately with materials chosen, and play appropriately with peers in an exceptional student education classroom.

Meanear, K.S., & Smith, S.C., (2011). Teaching physical education to students with autism

spectrum disorders. Strategies, 24 (3) 21-24 Retrieved April 9, 2011 from ProQuest database

This journal discusses the importance of the physical education teacher when it comes to autism spectrum disorder and determining the method and strategies to teaching these students. The physical education teacher must determine which of the five autism spectrum disorder the student has and whether or not the student has a co-existing diagnosis of another disability.

Bailey, J., Carmajam. C., & Musti-Rao, S., (2009).