Regular Classroom Inclusion of Kids with Autism

Determining Placement of Autistic Students to Meet IEP Goals

Sep 19, 2009 Karen Plumley

Meeting the goals set forth by an Individualized Education Program (IEP) should be the primary reason for classroom inclusion of any child with autism.

According to the Individuals with Disabilities Education Act (IDEA), children with special needs should be placed in the most inclusive setting in which they can achieve their academic and social goals. For example, high functioning ASD children may benefit from inclusion, but could require periods of segregation based on performance under the chaotic circumstances that arise in a regular classroom, while children who are significantly delayed can benefit from partial inclusion to improve socialization.

Placement of autistic students in a regular classroom does not have to be a permanent solution. Teachers will need to communicate frequently with parents and closely monitor the child's progress as time goes by. It may eventually be determined that there are times when the child does well in the classroom, but that he will ultimately benefit from a special education setting with teaching that is provided by paraprofessionals who are specifically trained in autism.

Reasons for Inclusion of Child With Autism

Autism in children can range from very mild forms such as Pervasive Development Disorder (PDD), Asperger’s syndrome, and high functioning autism, or the autistic child can be more severely affected. Regardless of where the child lies on the spectrum, the IEP team's decision for partial or full inclusion will be a complex one. Here are a few reasons that an autistic child may be placed in an inclusion classroom:

1. IEP goals are being met and child seems to be making progress.
2. Child is improving social skills through interaction with peers.
3. Child works well with a classroom aide.
4. School is prepared (through aides, occupational therapists, and assistive products) to accept special needs children.
5. Previous experience with segregated classrooms was unsuccessful.
6. Teacher in the regular classroom has extensive autism training and experience.

Reasons to Remove Autistic Child From Regular Classroom

There may be times when the IEP team determines that the autistic child must be removed from the regular classroom setting. Here are a few reasons for this adjustment:

1. Behavior is violent or distracting to other students.
2. Child is not meeting IEP goals after a set amount of time.
3. Child performs better in small groups.
4. Child performs well in a special needs setting but becomes overwhelmed in the regular classroom.
5. Child is far behind in basic developmental skills such as toileting and tying shoes.
6. Student is being severely bullied.
7. Classroom is not prepared or school does not have the funds to handle inclusion (via hiring aides or supplying necessary assistive technology).

Only an IEP team that includes the teacher, parents, school councilors, pediatrician, and the student himself will know for sure what placement will work best for a child with autism. By carefully evaluating the student, the group will make recommendations on how much regular classroom inclusion he should be exposed to in order to maximize performance and achieve the important goals set forth by the IEP.

The copyright of the article Regular Classroom Inclusion of Kids with Autism in Special Needs Education is owned by Karen Plumley. Permission to republish Regular Classroom Inclusion of Kids with Autism in print or online must be granted by the author in writing.

Classroom Inclusion for Autistic Students

Comments

Feb 7, 2010 1:23 PM

Guest :

This article is very informative!

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