Effective Ways in Encouraging Children with Autism

Running head: EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
What are the Effective Methods to Encourage a Child with Autism Interact with Other Children?
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1EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
Declaration

2EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
Executive Summary
Autism is considered as spectrum disorder as children can be positioned in any place within the
spectrum. It has also been revealed by the researcher that children having autism spectrum
disorder indicate systems at an early stage; moreover, such symptoms can be identified in
childhood and adulthood. The aim of the research was to analyse the most effective methods to
encourage a child with autism interact with other children. It was gathered from the findings of
the research that several children with autism has an increased desire to engage in social
interactions they lack the necessary skills and because of such difficulties, it is important to
support the learning of social skills among children that must be encompassed within the
educational plan in schools. Based on the findings gathered from the case study on Autism,
certain effective recommendations are offered that can facilitate the teachers and the parents in
developing social interaction and communication skills among the autism students with other
people. This can be ensured through enhancing the learning environment along with increasing
the availability of learning materials for the students with special needs. Moreover, teachers can
also improve their sense of responsibility in enhancing social interaction.

3EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
Acknowledgement
I would like to express the deepest appreciation to my committee chair Professor, who has the
attitude and the substance of a genius: he continually and convincingly conveyed a spirit of
adventure in regard to research and scholarship, and an excitement in regard to teaching. Without
his guidance and persistent help this dissertation would not have been possible.

4EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
Table of Contents
Chapter 1: Introduction....................................................................................................................6
1.0 Background............................................................................................................................6
1.1 Research aim..........................................................................................................................8
1.2 Research Objectives...............................................................................................................8
Chapter 2: Literature Review...........................................................................................................9
2.1. Introduction...........................................................................................................................9
2.2. Concept and Characteristics of Autism..............................................................................11
2.3. Educating Learners with Autism........................................................................................12
2.4. Teaching Social Integration for Learners with Autism......................................................14
2.5. Socio-Cultural Learning Theory.........................................................................................16
2.6. Research Gap......................................................................................................................17
Chapter 3: Methodology................................................................................................................18
3.0 Philosophy...........................................................................................................................18
3.1 Research design...................................................................................................................19
3.2 Research approach...............................................................................................................20
3.3 Data type used......................................................................................................................20
3.4 Research Strategy................................................................................................................21
3.5 Sampling method.................................................................................................................23

5EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
3.6 Type of analysis...................................................................................................................23
3.7 Time horizons......................................................................................................................24
3.8 Ethical aspects.....................................................................................................................24
3.9 Limitations...........................................................................................................................24
Chapter 4: Findings and Analysis..................................................................................................24
4.1. Research Aim and Objectives.........................................................................................24
4.2. Case Studies on Facilitating Social Interaction among Children with Autism..................25
Chapter 5: Conclusion and Recommendations..............................................................................30
5.1. Conclusion..........................................................................................................................30
5.2. Recommendations...............................................................................................................32
References......................................................................................................................................34

6EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
Chapter 1: Introduction
1.0 Background
Autism Spectrum Disorder is a developmental disorder that impacts the ability of
children to communicate and interact with others. Based on the National Autistic Society of UK,
there are approximately 700,000 autistic children and adult in the UK. Likewise, (Thompson,
McFerran and Gold 2014: 842), autism is called a spectrum disorder as children can be anywhere
on the spectrum of autism. It has been well identified by the researcher while conducting a
survey in the UK that children with autism spectrum disorder depict symptoms at an early age.
Additionally, such symptoms continue during childhood as well as adulthood. As suggested by
(Buggey and Ogle 2013:204), the reason behind children developing autism is still unknown;
however, it has been proposed that it might be caused due to a combination of genes they are
born with as well as certain things in their environment also triggers those genes. Furthermore, it
has been also analysed in the UK that there are two kinds of children with autism, (Lubetsky
2011: 67). The 1st kind of children with autism has issues relating to other people as well as
difficulties while making eye contact. Likewise, they seem uninterested in relating to their family
members. On the contrary, the 2nd kind of children with autism may have the tendency to keep
talking for too long with strangers, family members, and friends about a specific topic they are
obsessed with. This in turn critically pushes other people away.
As put forwarded by (Tager-Flusberg and Kasari 2013: 470), children with autism may
not be able to comprehend nonverbal communication, take things literally, inability to handle
more than one idea at a time and talks about a particular subject for too long. In other words, the
way they perceive the world is highly distinct compared to a normal child. On the other hand,

7EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
children with autism also face challenges in learning or educational activities due to their
developmental disability. It has been well stated by (Berry et al. 2013: 79), it is the responsibility
of both teachers and parents to be patient and persistent towards the children with autism in order
to develop their ways of learning as well as enhance the rate of interaction and communication
with others. Such alignment of view is limited in UK health and social communities. It is also
significant to show love and respect to the child in order to encourage them to develop new
social skills as well as must show different places with distinct interaction with other people and
children that would also assist to learn new things. As suggested by (), it is significant for parents
as well as teachers to keep on motivating the children with autism as it would encourage them to
develop their socialising skills and learning abilities.
Furthermore, the discipline of psycho-pedagogy has emerged in the particular field of
investigation for developing children with autism specifically in the UK. It has been well
suggested by (Casenhiser, Shanker and Stieben 2013: 235); psycho-pedagogy integrates
interdisciplinary conductive activity and method. It assists children with autism to enhance their
education and conduction as well as cure psychic disturbances of children. Likewise, it includes
therapy and rehabilitation for children with autism to develop both emotional and personal
attributed to children. It is a significant method that has got attention in the UK as the
determinant of health and social communities that assists to develop the socio-cultural and
learning activities of children with autism; however, the support from parents and teachers needs
to be aligned with such developmental objective, (Hourcade et al. 2013: 3201). In relation to
such context, the proposed study would analyse significant methods and strategies for
developing children with autism by social interaction with children and other people through a
qualitative aspect with special reference to the UK.