The Learning Consequence of Social Interactions for Students with ASD

Topic: What is the (learning) consequence of social interactions at school for
students who have ASD?
Introduction
For almost six years I have been working in education sector. Back in my
home country I have been working as early childhood educator. When I have
moved to Australia, first, I was working as an educator for outside school hour’s
care. Later on, I got promotion to be a coordinator of the program. With
promotion I got more responsibilities and obligations. Now I am responsible for
designing and delivering high quality program to children. My obligations
include family support and maintaining communication with school
management.
Outside school hours care service operates every weekday during school
year as well as school holidays. Our service is to foresters the week
performance of children’s their wellbeing, development and learning.
We try to provide a safe and healthy environment where we run a range
of activities that promotes involvement for all children and sense of wellbeing.
Also, we are working on building a secure, trusting, caring environment for all
children. In our program we understand that each child is unique with their own
individual interests, abilities, beliefs, customs and culture. In our service we
pursue main goals for children that include following:
1. To develop understanding of themselves and others
2. To develop emotionally, socially, physically, culturally

3. To grow in independence, confidence
4. To participate in independent learning
5. To develop essential skills and knowledge
6. To develop relationship based on trust and respect
Outside school hours care service is directly connected with primary
school.
The service follows values and sticks to rules that are announced by
primary school. On daily basis the service exchanges information with the
school in order to provide the best care for children. On daily basis we are
obliged to fill observations on each child that attends our service and also
observations on activities of the day. From time to time we ask children to write
their thoughts about the service and their suggestions for improvement.
Outside school hours care program includes variety of activities such as
sports, craft and learning. The service includes children aged from six to
thirteen from different backgrounds. In addition, the service includes children
with ASD, attention deficit hyperactivity disorder (ADHD), anxiety disorders
and others. Sometimes children have not only diagnosed with one disorder but
combination of two or three of them Our main goal is to provide Safe
environment for all children and make Sure that they are heard and understood
(Ashwood, Tye, Azadi, Cartwright, Asherson, Bolton,2015).
Rationale
The main objective of the research is to critically analyse the behaviour of primary
school student with ASD (Autism Spectrum Disorder) which have a major problem of
communication and expressing their view point. I will run my project on the primary
school basis. ASD is a mental disorder characterized by pronounced deficiency of
personal, social, speech and other aspect s of development and communication skill s
(About Autism spectrum disorder, 2020). There i s no certain answer about cause of
ASD. Experts believe that important factor is hereditary factor. However, central
nervous system can be damaged during intrauterine development and also during early
childhood years (Baird, Douglas & Murphy, 2011). In case if child has ASD it is highly
recommended to start professional therapy as soon as possible to avoid symptoms

worsening worse (Tsao, Davenport & Schmiege, 2012).
Connolly and Gersch (2016) strongly believe that school years play
important role in the formation of children’s personality. In most cases children
with ASD come to primary school already after years of therapy and parents
hard work. Children with ASD integrate into new more complicated society that
they used to. They get not only knowledge and learn essential skills but also
rules of life. In addition, they learn how to “read” normal behaviour patterns.
This is why school period is an important step and a path to new opportunities.
According to Baird, Dougl as & Murphy (2011) all children with ASD are
not so different from the other children and only specialist can tell the
difference. But still more often the characteristics of children with ASD are
clearly seen when communicating with them (Baird, Douglas & Murphy, 2011).
Redshaw and Smith (2014) in their research raise awareness of early symptoms
of ASD. Also,