Support to Disabled Pupil

This report discusses the challenges and recommendations for supporting a disabled pupil diagnosed with autism spectrum disorder. It provides an account of the pupil's strengths, weaknesses, and interests, as well as suggestions for improving the classroom environment and implementing smart learning goals. Additional support services, such as shadow teachers and medical professionals, are also recommended.

Running head: SUPPORT TO DISABLED PUPIL
SUPPORT TO DISABLED PUPIL
Name of the Student
Name of the University
Author Note

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EXECUTIVE SUMMARY
Working with children having disability at an educational institution amidst the ones
without it can be a real challenge in which one can be either be successful or unsuccessful. It is a
matter of patience, expertise and logistical support which enables the fulfillment of positive
results. In this particular report the observations conducted on a pupil diagnosed with autism
spectrum disorder shall be presented. On the basis of the observations, certain recommendations
for improving the facilities shall also be provided aiming to secure the well being of not just the
specific pupil, but also the functioning of the educational institution in general.

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Table of Contents
Introduction......................................................................................................................................3
Student Profile: An account of the strengths, weaknesses, needs and interest of the chosen pupil 4
Lacunas in the classroom environment affecting the general environment as well as the pupil
chosen for analysis...........................................................................................................................6
Intended learning goals to be implemented for the betterment of the chosen pupil........................8
Additional support services to be implemented...............................................................................9
Conclusion.......................................................................................................................................9
References......................................................................................................................................11

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Introduction
Of all the qualities expected of a teacher, inclusivity and patience are extremely essential
for an individual who desires or has taken up the task of educating pupil with physical
disabilities. In ensuring sheer success of a teacher in materializing the values mentioned about,
the teacher is expected to take proper steps in grooming the pupils and most importantly devote
individual care to pupils. The functional aspect of the individual attention to be provided to the
pupils lies in the fact that the needs and nature of each pupil is unique and different from others
which calls for special strategies and subjective maneuvering of the existing set of theoretically
established methods of solving the issues of incapability in pupils.
The symptons of disability typical to a particular form of physical or mental disability
might be common, however the way the one undergoing it responds to either the methods of
providing care of the ailment varies from one pupil to the other. Hence the responsibility of the
teacher and the school in looking after the well being of the ones suffering from disability is
quite important, as on the basis of those arrangements the rate of progress of the one suffering
from the disability is contingent. It is also necessary for the purpose of living up to the principle
of being inclusive.
The purpose of this particular report is to provide an idea of the general situation that
prevails in the educational institution through the provision of details of observations of a
particular case of a pupil with disability. The following sections shall be elaborating upon a
specific case enlisting the strengths, weaknesses, and capacities of a pupil who has been
diagnosed with the ailment of developmental and cognitive delay, known in medical terms as
autism spectrum disorder. On the basis of the experience gathered in the process of educating

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that particular pupil, an account of the possible methods which could be embarked upon to
benefit the pupil shall be provided. The aim of this report is to provide an account of the existing
facilities which are enabling to undertake proper care of pupils with disability, and the facilities
that ought to be incorporated for the purpose of enhancing the task of taking care of pupils with
disability. This particular report is thus intended to convey the message to the teaching staff,
members at the helm of managing the affairs of the educational institution, the staff at the charge
of providing support and other external agencies to extend a helping hand and improve the
facilities available. The intention is not provide a negative generalization of the educational
institution but to convey the appreciation for the facilities present in the education institution and
for suggesting ways in which the functioning could be enhanced in future.
Student Profile: An account of the strengths, weaknesses, needs, interests and
education history of the chosen student
This particular section of the report shall be containing an account of the observations of
the behavioural specificities of the chosen pupil diagnosed with autism spectrum disorder. To put
in very concise terms, the ailment that has affected the pupil named Jordan is in medically
accepted terms known as cognitive and learning disorder, or autism spectrum disorder. It is a
condition which is innately present in a newly born child. It is both a physical and a
psychological condition which can be cured, but the process is quite lengthy and quite a lot of
patience and determination is required on part of the educator to strengthen the disability of
Jordan. This is in general about the ailment. Having mentioned about that, the discussion shall
now be devoted towards providing an account of the details of a pupil having the cognitive
disorder, who has been observed during the practice teaching session.

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During the practice teaching session, it has been observed that despite having an ailment
which impairs an individual’s learning capacities and makes it difficult to retain the course
materials in memory for a long period of time. However Jordan on being put under the radar of
observation, it has been discovered that he has some strengths which if cultivated can be quite
beneficial for him. Jordan is quite observant and tends to take note of minute details of
everything and that is quite evident in the paintings which Jordan makes. The kind of paintings
which Jordan makes is reflective of the fact that Jordan is quite observant and the way the details
are portrayed in the paintings made by Jordan is something which cannot be possible until and
unless one has knack of taking note of details. Apart from that, it must also be said that Jordan
has quite a good concentration power, and that is reflective and quite evident from the amount of
intent Jordan devotes to the making of the paintings. It has been observed that no amount of
distraction can make Jordan be diverted from making the paintings.
With regard to the weaknesses, it is quite generic and bears a sense of commonality with
the general symptons that characterizes all the individuals suffering from cognitive disorder.
That is the lack of enthusiasm on part on part of Jordan to devote attention towards studies.
Allied to that is the disability of Jordan to grasp the academic material being disseminated
among other pupils of the class. The weakness is not something which cannot be strengthened or
that it cannot be tackled, just that Jordan is suffering from a condition which makes learning
difficult
By virtue of the fact that Jordan is differently abled than most other children, the needs of
Jordan is also something which is different and needs to have that element of more support and
empathy. Jordan needs special attention but the scope to provide that is something which is not
supported by the set up of the classroom. The most important thing that is needed to deal with

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Jordan is time and more scope to be affectionate and devote special attention to Jordan so that it
becomes possible to make Jordan gain interest in studies. Amidst the number of pupils, it is
difficult to devote special attention to Jordan.
It might seem that Jordan shall only be interested in making paintings, but that is not the
only area of interest which appeals to the sense and sensibilities of Jordan. On the basis of the
observations gathered on the basis of close contact with the chosen pupil suffering from
cognitive disability, it has been discovered that Jordan can be made to take interest into quite a
lot of activities if proper guidance is provided. That caliber is present in Jordan. However, the set
of interest areas that have been observed in Jordan, apart from painting, has been the deep
interest in listening to stories with a lot of concentration. Jordan is interested in listening and also
asks questions if something is unclear to Jordan, provided Jordan feels that the narrator is
interested in making Jordan listen, and is eager to devote attention which Jordan craves for.
Jordan is also interested in other creative and aesthetic aspects of life like making crafts. Art and
Craft sessions are by far the most interesting time period during the school hours. Paper works,
colouring and sketching are the most interesting thing to Jordan.
This goes as far as the account of the observations conducted on Jordan is concerned,
which also serves as the education history of the student.
Lacunas in the classroom environment affecting the general environment as well as
the pupil chosen for analysis
Before the discussion under this headship proceeds it must be clarified that the
educational institution chosen for the practice teaching session does an excellent job in being
inclusive towards Jordanren having some form of disability. Rarely can it be witnessed that

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schools are trying to create a level ground and trying to bring a level of parity between the pupils
suffering from some form of disability and pupils who are not. It is extremely a commendable
factor, and merits due acknowledgement.
However it has to be noted that there are some areas which needs to be highlighted for
the sake of the benefit of both the chosen pupil and the other pupils as well. The issue areas
which need attention shall be serving the general good as well the specific purpose. Mere
inclusion of pupils being differently abled is not enough in itself, there must be some sort of
special arrangements for assisting and catering to the specific needs of Jordanren with
disabilities. Treating them as equals despite knowing the fact that they are but not equals goes
fundamentally against the spirit and essence of equality. The systematic organization of the
policies and arrangements must be done in a way which shall be promoting more of equity, and
that is possible by means of incorporating mechanisms favouring protective discrimination.
Certain key suggestions in enhancing the noble enterprise unto which the educational
institution has committed itself to are as follows. First of all, there must be enough scope and
time provided to the teachers to ensure that Jordanren having disabilities are looked after well.
Secondly, the number of ancillary teaching staff must be increased. Preferably having
qualifications and experience in dealing with pupil having disability must be recruited so that it
becomes easier to help the disabled children reach the level of parity in a justified way. Finally,
the ones not having disability must be taught through seminars or by other means to be inclusive
and extend a tolerant attitude towards the ones with disability.

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Intended three smart learning goals to be implemented for the betterment of the
chosen pupil
In this section, an account of implementation of three learning goals to cater to the well
being of the chosen pupil. First of all a behaviour plan has been made to ensure that dealing with
the sensory overload of Jordan could be tackled better. It had enabled to deal with unprecedented
circumstances at ease as autistic children are prone to sudden change in behaviour and that
means they are supposed to disengage from their routinized and their cherished activities. It has
also enabled to take prompt decisions in times of emergency and has provided a template to
follow on the occasion of an emergency situation cropping up (Jenson et al., 2016).
Secondly, the mother of the pupil has been constantly kept in touch with for the purpose
of communicating the updates related to the fluctuations and the developments of Jordan. The
principle of decision making which involves the parents and the well wishers have been adhered
to in order to ensure that the decision making process is done in a democratic manner. It has also
been deemed necessary to connect with the mother for getting necessary information about the
medical history of the pupil, and also that Jordan is quite emotionally connected to the mother
(Makin, Hill & Pellicano, 2017).
Thirdly, a comprehensive set of observation has been recorded enlisting the strengths and
weaknesses of Jordan. It has been done in order to ensure that the task of cultivating the strengths
of Jordan and strengthening of the weaknesses of Jordan could be fulfilled (Plavnick & Vitale,
2016).
These are the three smart learning which have been implemented as of now utilising the
existing resources and capacities of the educational institution. These three chosen smart learning

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goals are also reflective of pedagogical approach that had been taken for the betterment of the
student. It has been considered as the justified pedagogical in meeting the needs of the student
due to various reasons. First of all, the student suffering from autism spectrum disorder needs
special treatment. Secondly, it has been deemed necessary in order to accommodate the lacunas
in the classroom environment. Finally, the task of caring for the student needs a comprehensive
scheme of planning to make a situation analysis before taking any action benefitting the student.
The lacunas in the classroom environment has been addressed by means of providing
some extra care and concern to the child, as much as it has been possible. Since Jordan is
disinterested in studying, some extra effort has been devoted to make him take interest in studies.
He loves to paint and sketch, hence he is allowed to indulge in it, and his knack for listening to
stories is also taken care of. However, these have not been enough to serve the interest of the
child at its best, hence some additional support services are required to ensure that he benefits.
Additional support services to be put in place for the student suffering from autism
spectrum disorder
Besides the logistical help present in the educational institution, the presence of shadow
teachers and persons belonging to the medical profession of dealing with autistic pupils must be
made. These are the two basic requirements which deserve implementation. Shadow teacher are
needed as helping hands in dealing with the high strength of pupils in the classrooms (Wong et
al., 2015). Persons having medical knowledge is required as teachers are not aware of the
nuances of dealing with autistic pupils as such. The basic knowledge is sometimes not enough,
especially on emergency situations (Lee, Lo & Lo, 2017). These suggestions if implemented can

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broaden the horizon of inclusivity, plan for the individual needs and synthesize wider diversity
and curriculum expectations in the classroom environment.
Conclusion
At the concluding section the nurtured expectation on part of the stakeholders and the
school authorities to take the necessary actions for the betterment of the chosen pupil and the
general classroom environment is being conveyed. Giving due acknowledgement to the steps
taken by the educational institution, the positive hope of profound and holistic change in
enhancing the environment is being harboured with affirmation that authorities shall be looking
into the matter and make necessary changes.

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References
Jenson, W. R., Clark, E., Davis, J., Director, G., & Hood, J. (2016). An Overview of The Autism
Curriculum Encyclopedia, Rethink Autism, and Autism Apps Lauren Anderson Summer,
2016.
Lee, S. Y., Lo, Y. Y., & Lo, Y. (2017). Teaching functional play skills to a young child with
autism spectrum disorder through video self-modeling. Journal of autism and
developmental disorders, 47(8), 2295-2306.
Makin, C., Hill, V., & Pellicano, E. (2017). The primary-to-secondary school transition for
children on the autism spectrum: A multi-informant mixed-methods study. Autism &
Developmental Language Impairments, 2, 2396941516684834.
Plavnick, J. B., & Vitale, F. A. (2016). A comparison of vocal mand training strategies for
children with autism spectrum disorders. Journal of Positive Behavior Interventions,
18(1), 52-62.
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., ... & Schultz, T. R.
(2015). Evidence-based practices for children, youth, and young adults with autism
spectrum disorder: A comprehensive review. Journal of autism and developmental
disorders, 45(7), 1951-1966.