Evaluate the level of educational and psychological support for children with Autism

DISSERTATION on
“Evaluate the level of educational and
psychological support that is available for
children with Autism and for their families”
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ACKNOWLEDGMENT
I owe my deepest gratitude to my mentor who has guided and inspired me with his
knowledge and wisdom. His deep commitment towards high standards motivated me to carry out
and complete the dissertation project in right manner. I would like to give thanks to my team
members and colleagues who helped me for collecting information for completing my studies. I
would express my sincere thanks to my friends and family members who rendered me immense
support throughout this study.
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ABSTRACT
Autism is condition included in the range of “autistic spectrum disorders” (ref. DSM IV-
R). The spectrum includes several syndromes such as autism disorder, pervasive developmental
disorder and Asperger's syndrome.
Autism syndromes is characterized by an impairments in the interactive abilities technical
language needed as well as communication skills. As it comprises of repetitive behaviors
impairments of developmental language, children suffering with this condition require strategies
that could help them as well as the family members to deal with the difficulties faced due to this
condition.
The present dissertation explored the education and support services for children under 8
years of age with autism and their families in UK. Autism is identified at early stage and this is
possible with the help of various behaviors that are done by child which is different from other
infants. Further, it early childhood is the age when we can observe and recognize different
symptoms of Autism Spectrum Disorder (Ruble, Dalrymple and McGrew, 2010). It was found
that an effective role is played by the various support services and educational strategies in
helping the parents to understand this condition.
The research involved collection of primary as well as secondary data. Interviews with
health care professionals provided detailed information about the effectiveness of various
strategies as well as the impact of teachers’ attitude on the educational outcomes of autistic
children. The research concluded that effective collaboration between the experts and parents is
required for supporting parents with autistic children.
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TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION....................................................................................................6
1.1 Background of the study........................................................................................................6
1.2 Research aims and objectives................................................................................................7
1.3 Research questions.................................................................................................................8
1.4 Analysis and framework........................................................................................................8
1.5 Structure of dissertation.........................................................................................................9
CHAPTER 2: LITERATURE REVIEW ......................................................................................10
2.1 Introduction..........................................................................................................................10
2.2 Effectiveness of consultations and therapies with specialists that helps children and parents
to learn how to deal with the conditions ...................................................................................10
2.3 Effective teaching or educational strategies used with Autism children.............................11
2.4 The impact of teacher's attitudes on the educational o_D1utcomes of their students.........12
2.5 To examine the dynamics of collaboration between parents and professionals for
development and education of children with autism in mainstream schools.............................14
2.6 Factors contributing to the development of Autism............................................................15
CHAPTER 3: RESEARCH METHODOLOGY ..........................................................................17
3.1 Introduction..........................................................................................................................17
3.2 Research design...................................................................................................................17
3.3 Philosophy............................................................................................................................17
3.4 Data collection.....................................................................................................................17
3.5 Sampling..............................................................................................................................18
3.6 Data analysis........................................................................................................................18
3.7 Secondary data collection....................................................................................................18
Electronic search........................................................................................................................19
Key search terms........................................................................................................................21
Inclusion and Exclusion criteria.................................................................................................21
3.8 Ethical issues........................................................................................................................22
3.9 Reliability and validity.........................................................................................................22
CHAPTER 4: DATA ANALYSIS ...............................................................................................23
4.1 Introduction..........................................................................................................................23
4.2 Analysis and discussion.......................................................................................................23
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CHAPTER 5: RECOMMENDATIONS AND CONCLUSION...................................................30
5.1 Conclusion...........................................................................................................................30
5.2 Recommendations................................................................................................................31
References......................................................................................................................................33
Appendix .......................................................................................................................................35
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CHAPTER 1: INTRODUCTION
1.1 Background of the study
In the contemporary scenario, Autism is considered as most prevailing disability among
the children in their childhood that directly results in attaining lifetime neurobiological disorder
(McPheeters, Warren and Veenstra-VanderWeele, 2011). According to the Individuals with
Disabilities Education Act (Rodríguez, Saldana and Moreno, 2012), Autism is defined as a
“development of disability significantly affecting verbal and non verbal power of interaction”
(Ratajczak, 2011). Mayo Clinic (2014), states that Autism is a serious mental disorder that
affects communication, social interaction with others, behaviour and different interests and
activities of a child or individual. To be introduced Referring to Piaget’s two-factor theory of
figurative functions (Cherry, 2016) and operative functions, autism is described as limited
cognitive development that delays sensorimotor stage of children that develops further limits in
development of figurative functions, social skills, etc. (Cherry, 2016). At the same time
individual within the society also separates Autistic persons because they have speech problem.
It was in the year 1911 when the term autism was used in order to describe symptoms for
schizophrenia. In the 1980's people started to have better understanding about autism. It was used
in terms of developmental disorder. Further, it was used to describe various type of conditions
related to behaviour. Between 1980’s and 1990’s, behavioural therapy and other learning
environments were part of treatments for different forms of autism (Wolff,2004).
Autism is defined as a syndrome that mainly target the children and last through
adulthood (Miller, Hayeems and Bytautas, 2010). Children diagnosed with Autism face certain
difficulties while engaging in verbal or non-verbal communication among the individual within
society. From the view point of Fein and et. al., (2013) children who has been diagnosed with the
Autism are often creative as they assist themselves through seeing the activities in their own way
or differently. With the help of reviewing the data of past year it has been stated that there is
increase in the number of Autism cases as with conducting the study it is identified that 1 in 68
children is diagnosed with the Autism Spectrum Disorder. According to World Health
Organisation (2016), over the las 15 years the prevalence of autism increased and in present 1 in
160 children is affected by different forms of Autism although other studies reported higher rates
and uncertain prevalence in countries with lower incomes. In the past children with Autism were
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labelled slow or shy. Along with this, they have also been left alone or socially been excluded
from the society. Moreover, children with this order may also engage in unethical practices that
mainly concerned with infanticide as well as physical abuse etc. There are different types of
Autism Spectrum Disorder (ASD) that mainly include Rett syndrome, dis-integrative disorder as
well as Asperger's syndrome etc. the foremost type of ASD mainly impedes girls as they face
severe learning disability. Another type of disorder is childhood Disintegrative disorder it is
described as a time of typical improvement in the initial two or three years. After that individual
those who are experiencing ASD mainly faces problems within areas of speech as well as social
abilities. Another disorder includes Asperger's syndrome, under which individual faces difficulty
in expressing their gestures that impact their communication process with the other individual.
Causes of Autism
The key cause of Autism include biological as well as genetic factor that set the ground
for Autism and outcome in attaining the disorder among the children (Malow and et. al., 2012).
Along with this another cause of Autism is also related with emotional disorders or behavior
among the children that is increasing aspect of depression that results in increasing the Autism.
There are some symptoms that consider as the early sign of Autism among the children it mainly
includes children would face problem related with communicating with others, children would
not engage themselves in the playing activities as well as they would use more sign language
while interacting with other individual etc. moreover, Autism may also cause with the abnormal
gene among their family members (Garbacz and McIntyre, 2016). Moreover, from general
observation, it has been analysed that family members are facing difficulty and they are also
pressurized from the societal beliefs and values. Thus, it outcome in taking decisions related with
amending the behavior of children (Orinstein and et. al., 2014). Some of the societal values and
beliefs indicates that they are not allowed to keep autistic children at home (Lord and Jones,
2012).
Significance of the study
With the increasing prevalence of Autism among the children it has determined the
adequate requirement of early intervention so that they can overcome the disorder. More
specifically, earlier the there were 1 out of 100 children who were diagnosed with autism but as
per the current analysis, it has been found that there are about 1 out of 45 children who are
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diagnosed with autism (McGrath and O'Toole, 2012). In order to address Autism in early
childhood the researcher has conducted the study so that they may easily overcome or perceived
the gap related with lacking of current practices in the school for preventing the disorder related
with disability. Along with this, the significance of conducting the study in this field is to gain
the best possible services to the children who have been diagnosed with the Autism. Moreover,
with the help of conducting the study it may also results in gaining insight knowledge regarding
the different intervention protocols that provided by the school or parents so that they may easily
impart the effective care to the children who have been diagnosed with Autism.
Therefore, to complete the dissertation researcher would focus on gaining adequate
education as well as support services for the children who have been diagnosed with Autism so
that they can easily overcome the disorder.
1.2 Research aims and objectives
Aim: The aim of present dissertation is to evaluate the level of educational and psychological
support that is available for children diagnosed with Autism Spectrum Disorder and for their
families in UK.
Objectives:
 Effectiveness of consultations and therapies with specialists that helps children and
parents to learn how to deal with the conditions
 Effective teaching or educational strategies used with Autism children
 The impact of teacher's attitudes on the educational outcomes of their students affected
by Autism
 To examine the dynamics of collaboration between parents and professionals for
development and education of children with autism in mainstream schools
1.3 Research questions
 What are the factors contributing to development of autism?
 What teaching strategies are used to prepare the children with autism for school or for
inclusion in mainstream school?
 What therapies were proven as more effective?
 How important is the collaboration between parents caring for children with autism and
educational or health professionals?
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