An Analysis of Inclusion's Effectiveness for Autism in Primary School

This essay examines the effectiveness of inclusive practices for autistic children within the primary school setting. It begins by defining autism, exploring its history, causes, and various types, including autistic disorder, Asperger’s syndrome, pervasive developmental disorder, childhood disintegrative disorder, and Rett’s disorder. The analysis delves into diagnostic criteria, causes, including genetic and environmental factors, and common misconceptions surrounding autism. The essay also addresses the 'Theory of Mind' and the Sally-Anne test to explain the causes. Furthermore, the study explores the support provided by primary schools to children with autism, analyzing the effectiveness of inclusion strategies, educational approaches, and the overall impact on autistic students' development and learning. It is important to note that the provided text does not include the analysis of the effectiveness, it only provides the definition, types, causes, and history of autism. The essay aims to provide a detailed understanding of autism within the context of primary education.

Analyze the effectiveness of inclusion with
regards to Autism in primary school

It can be stated that many debates has been carried out on Autism from last many years.
Furthermore, people often gets confused between Autism spectrum disorder (ASD) and Autism
and considered them as two different things. The term Autism is used for various kinds of
disorder which are related to development of brain (Nahmias, Kase and Mandell, 2014). Along
with this, it is a kind of disease {do not use disease} in which different areas and components of
brain are not able to work together. Pellicano (2014) have carried out study to determine that
whether education (Pellicano, 2014) at early stages can help individuals to overcome from
Autism or not. According to information obtained from the research carried out by Reid and
Lannnen, (2012) about Autism, it has been observed that everyone in a hundred child has been
affected by the above mentioned condition (Reid and Lannnen, 2012). The present study will
explore what kind of support has been provided by primary school to children suffering from
Autism. In order to understand Autism and obtain accurate results, each and every elements
associated with Autism will be analysed. This includes its definitions, history, causes, different
types, early sign and symptoms.
History
It was in the year 1900 when the term Autism first came into existence and it was used
for a variety of neuropsychological conditions of an individual. Furthermore, its history is 100
years old and it has been derived from a Greek word “Autos” and it means self (Parsons, 2015).
In earlier times, the terms was used for persons who used to isolate themselves by completely
removing them social interactions. The first individual who made use of the term Autism was
Swiss psychiatrist Eugen Bleuler. After few years which was in early 1940's researchers of
America started making use of this word for child which suffer from different social and
emotional problems (Cowne, 2003). Later, Leo Kanner who was a doctor described this terms as
the one which can be used for a kid who has withdrawn his behaviour (Reeves and et.al. 2013.).
However, it can be argued that it was in the early 1960's when separate studies and researchers
started to carry out in order to understand the concept of Autism in detail. The results of all
studies highlighted the fact that one common symptom of Autism is that person suffering from it
are not able to interact with others. On the other side of this, sometimes individuals also behave
in unusual manner in areas such as reaction of their sense and their interest in a particular
subject.
Definitions
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Roberts and Simpson, (2016)
Autism can be defined as a situation where individuals encounter with different types of
complex neurobehavioral conditions.
National Health Service (Cashin and Barker, 2009)
Autism is the name given to a group which consists of various disorders related with
development.
Diagnostic and Statistical manual of Mental Disorders (Diagnostic criteria for autism under
the DSM-5, 2016)
Deficit in areas such as communication, imaginative play and social interactions is
considered as Autism.
Rodríguez, Saldaña and Moreno, (2012)
Autism can be termed as neurodevelopment disorder which is impartial by different
communication and social interactions.
Causes
According to the view point of Sanderson, Sparkes and Murray, (2013) there is no single
factor which can be termed as main cause of Autism. This means that there are various associated
factors which results in causing such situation (Sanderson, Sparkes and Murray, 2013). The key
causes which leads to Autism includes heredity, different type of infections, issues at the time of
birth and different neurological factors (Gelbar, Smith and Reichow, 2014). On the other side of
this, Sansosti and Sansosti, (2012) has argued that abnormalities in functioning and structure of
brain can be considered as one of the most common reason behind Autism (Sansosti and
Sansosti, 2012). As compared to the brain of other child, the brain structure and shape of an
Autism child is completely different. This is because the children suffering from autism have
surplus synapses. Also there are too many nerve fibres. However, these fibres do not work
properly to facilitate communication. Moreover, rapid growth is experienced by autistic children
between the ages of 6 and 14 months which makes their brain unusually large for their age
(Tassoni, 2003). Sometimes Autism is also caused because of genetic disposition and
environment under which a child is born and bough up (Sims, 2002).
Genes of a child can be termed as another major cause that can results in situation of
Autism. It is a well know truth that there are certain genes which children directly inherit from
their parents at the time of birth. It can be stated that sometimes Autism is caused of these genes
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which has been gained by kids from their respective parents (Santarosa and Conforto, 2016).
This can be justified by an example that chances of Autism increases in a child when his/her
younger siblings suffer from the same condition. However, Schuller, (2013) has argued that till
now there is no such gene identifying which can be termed as the complete cause of Autism
(Schuller, 2013). On the other hand Schopler and Mesibov, (2013) has asserted that environment
can be another cause of developing Autism among a child. This includes birth of a child before
mature stage (taking birth before 35 weeks of pregnancy) and getting affected by alcohol
consumed by mother (Schopler and Mesibov,2013). It can be stated that Autism is also caused to
cluster of different unstable genes which can affect the entire process of child's brain
development in negative sense.
On the other hand, people have also created several kinds of misconception about Autism
(Nahmias, Kase and Mandell, 2014). Some individuals believe that it is caused because the diet
which has been followed by a child (Stackhouse and Wells, 2006). This is further elaborated in a
way that Autism is cause because children are consuming dairy products or eating gluten
(Schuller, 2013). It can be expressed that people also believe that they way a child is brought up
by parents is considered as the main reason which causes Autism. However, it can be argued that
in recent years there have been numerous researcher carried out but no such evidence has been
found that Autism is caused by diet or the way a child has been brought up (Turner, 2013). As
per the view of Segall and Campbell, (2012) the main cause of Autism among child is
environment risk factors which are associated with before and after the birth (Segall and
Campbell, 2012). During the time of pregnancy, maternal illness caused to mother can also
increase the chances of Autism among child. Furthermore, internal factors such as problem
occurred during birth and low weight of children can be also considered as the major factors
associated with cause of Autism.
Herein, focus has been laid on the theory of Mind which defines the ability to attribute
mental states i.e. beliefs, intents, desires, pretending, knowledge etc. to oneself and other for
understanding the other have beliefs, desired and intentions that quit different from one another.
Herein, causes can be explained through the Sally Anne Test. The main purpose of this test in
psychological research is to evaluate the “Theory of Mind” in children with autism. Herein,
questions have been asked to the Sally and Anne to evaluate their ability of their mental state.
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For commencing the test, to dolls one is termed Sally and the other called Anne are
presented to the child. Thereafter, child suffering from autism is told that Sally has a basket and
on the other hand Anne possess a box. Next, child is told that Sally puts a marble inside her
basket. Thereafter, she is taken away from the place from which she cannot see the basket.
During this, Anne comes in and take out the marble from Sally basket and put it insider her box.
In order to clarify, child is asked about the basic questions that are: Which one is sally? Which one is Anne? Where is the marble now? Where was the marble in the beginning?
Herein, the theory of mind question is asked to children ‘Where will sally look for her
marble?’. In case, child realizes that Sally will look for the marble in her own basket then one
can say that child possess theory of mind. While on the other hand, in case child stat that Sally
will look for the market in Anne’s box then one can say the child does not possess theory of
mind. In this situation, child is unable to understand the perspective of Sally.
On the basis of result identified when Sally Anne Test has been conducted with 20
respondents, maximum number of children with autism stated correct answer for the basic
questions (Tager-Flushberg, 2007). But in case of question for Theory of Mind, children
suffering from Autism 80% incorrect, child with down syndrome 14% incorrect and typical 15%
incorrect (Tager-Flushberg, 2007). Therefore, results from empirical study clearly defines that
children with autism get incorrect answer when theory of mind questions are asked (Tager-
Flushberg, 2007). Thus, child faces major concern or difficulties with social and communications
skills.
Types of Autism
After understanding the core concept of autism it is important for the readers and learners
to understand its types. However, autism being on syndrome that nowadays falls under the
heading of autism spectrum disorders. Wherein, disorders that are classified as either ASD or a
social communication disorder (Abu-Hamour and Muhaidat, 2014). Study carried out by Velott
and et.al., (2015) clearly states that, autism has been there from long but it was recognized during
the tenure of twentieth century (Velott and et.al., 2015). At its inception it was slow in nature as
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it took twenty five years but since widening of the autism diagnosis criteria the knowledge base
on the disorder has widen substantially. [reference]
Autistic disorder:
This is the most common feeling that people get when they hear about the word autism.
However, it is defined as the problems with social interactions, communication and imaginative
play in the child age up to three years (Volkmar and Reichow, 2013). In other words, it consist of
characteristic like abnormal functioning in different areas namely, psychopathology, reciprocal
social interaction, communication and restricted, stereotyped, repetitive behavior (Crosland and
Dunlap, 2012). By the means of these diagnostic features children faces several other nonspecific
problems that are phobia, sleeping and eating, disturbances, temper tantrums and aggression
(Watkins, Zimmermann and Poling, 2014).
Asperger’s syndrome:
The children having Asperger’s syndrome does not possess problem with language in-
fact they score above average in intelligence tests (Zablotsky, 2015). But they holds same social
problems and restricted scope of interest as the children with autistic disorder (Engstrand and
Roll Pettersson, 2014). Further, it is characterized by disability capacity in which children are
unable to express gestures for instance faces problems in non-verbal communication, incongruity
or other implication of communication, eye contact, constrained scope of diversion,
perseverative, odd behaviours, verbose and solid thinking
Pervasive development disorder or PDD:
It is also defined as atypical autism. However, the children having this disorder possess
some of the autistic behaviours but does not fit into other category (Abu-Hamour and Muhaidat,
2014). Furthermore, it refers to the individuals who shows impedances in social, communication
and stereotypic behaviours but don’t meet full criteria for diagnosis of autism (Gray, 2014).
Childhood disintegrative disorder:
The children having this disorder develop normally for at least two years and then start
losing their some or most of the communication and social skills. This is an extremely rare
disorder and its existence as a separate condition is a matter of debate among several mental
healthcare professionals (Clark, 2014).
Rett’s disorder or Rett Syndrome:
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This type of disorder mainly affects girls and is considered as the most common cause of
severe learning disability in girls. However, rett syndrome in past was categorized under ASD
syndrome but nowadays it is confirmed that rett disorder’s cause is genetic (Gelbar, Smith and
Reichow, 2014). However, children with Rett syndrome develop normally but just like childhood
disintegrative disorder patients begin to lose their communication and social skills (Karanth and
Chandhok, 2013).
The above depicted are some of the types of autism which children can possess at
different stages of their life. However, DSM-V which was introduced in 2013 has modified the
PDD category name to ASD i.e. Autism Spectrum Disorder. Further, there is no separate
diagnoses of autism, Asperger syndrome, CDD and PDD-NOS. According to the mental
healthcare professional, diagnosis of autism will be based on the degree of severity experienced
by the children (Gray, 2014).
Signs and symptoms of Autism
In context to science, autism is a disorder that is not readily diagnosed medically which
means there is no accessible medical test of process that clearly defines the condition. In autism,
condition of a child is studied on the basis of interpretation of an individual’s observation as well
as reported behaviour (Locke, 2013). However, as a parent individual never want that his/her
baby have a problem and when it comes of autism catching early is necessary ideally the age is
within eighteen months (Hansen, Schendel and Parner, 2015). To understand the need of autism
it is important for the readers and learners initially to assess the early signs and symptoms of
disorder especially within the school age children are consist of: Problem in communicating with
people, constantly make use of gestures while communicating to someone, unable to pick facial
expressions of other people. There are several activities in which children with autism show high
interest and it is one of the most common symptom (McLeskey, Rosenberg and Westling, 2012).
For example, these activities include repetitive movements such as panicking of finger and
rocking back and forward, children those who are unable to response when they are called by
name, these people are unable to use language properly (Thomas and Loxely, 2001).
On the basis of the study carried out by Iadarola, (2015), it can be evaluated that, there
are number of impairments which are linked with the autism which directly or indirectly are the
cause of social, communication and behavioral restrictions amongst the individual’s suffering
from autism disorder (Karanth and Chandhok, 2013). However, the persons having autism
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disorder are characterized by a pronounced communication deficit which does not have any link
to any one communication but possess both expressive and open dialect abilities and due to
which both verbal and non-verbal behaviors are affected adversely (Sims, 2002). The basic
problems that children with autism face are related to understanding and making the use of all
forms of communication that consist of speech, sign language, body language such as facial
expression, tone of voice, gestures and dialogues. To identify the early signs of autism one
should keep himself educated so that individual can easily assess the symptoms and presence of
disorder. Herein, as a parent, individual must monitor the development of children because
autism consist of several development delays (Fredrickson and Cline, 2002). However, these
delays does not directly leads to autism disorder but may indicate a heightened risk (Keane,
Costley and Clark, 2012). In addition to this, every child has its own pace of developing certain
skills and abilities therefore, being a parent it is not necessary to get panic when children start
late to talk or walk. But according to children age if he/she is not meeting the milestone then
individual must concern for his/her child and should contact doctor immediately (Cowne, 2003).
Similarly, autistic individuals have a sensory impairment that directly effects on the ways
of responding to sound, sight, touch, taste, scent and pain. However, mental healthcare
professionals consider patients of autism as hypersensitive. Furthermore, due to their nature of
being hypersensitive they provide dulled response to a specific sensory experience and it is just
because of the fact that they possess less than normal intensity in the response to sensations. In
this regard it can be said that the nervous system in an autistic patients is poorly stimulated by
even a strong sensation (McCurdy and Cole, 2014).
Cognitive deficits
It can be stated that poor imitation and disturbance in joint attention can be termed as the
primary indicators of Autism in children who are younger in age. Children with autism spectrum
disorders (ASD) clearly reflect all cognitive weakness and strength which they possess. In terms
of cognitive deficit, these people are not able to express their feelings and through which means
that they are unable to appropriate other individuals in their surroundings (Smith and et.al. 2015).
Along with this, sometimes it also becomes very difficult for these people to control their
respective feelings and behaviour in front of others. Autism not only affect the social relationship
of a child but it also has negative impact on their personal life (Locke, 2013). Walker, (2015) as
explained that one of the most important characteristic of Autism is that it is an impairment in
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entire social cognitive skill of an individual (Walker, 2015). It can be also expressed that children
who develop Autism are not able to attract other individuals towards themselves and this
encourages them to stay isolated (McCurdy and Cole, 2014). Furthermore, deficits can be also
experienced in terms of interactions with other people which are living in their nearby areas
(Sullivan, 2013). It can be stated that children with Autism also witness problems in doing
activities such as gestures and eye gaze and head turn.
On the other side of this, it can be argued that individuals which have Autism are not
interested in carrying out any kind of social interaction and they more likely prefer isolation (The
Pros and Cons of Inclusion for Children with Autism Spectrum Disorder, 2011). Delay in
carrying out activities such as speaking and gesture is also included in Cognitive deficits
associated with Autism (Booth and Ainscow, 2002). As per the view of Turner, (2013) sometimes
children are able to speak during earlier days of their birth and later they are completely unable
to carry out different types of behaviour related to communication (Turner, 2013). Furthermore,
it can be expressed that with the use of effective therapy and practises, people can be made
capable enough so that they learn how to communicate and use different spoken languages.
Rather than using different verbal communication, children can make use of several strategies
such as use of sign language, speech generating devices and different pictures (Vaidya, 2015).
Another cognitive deficit linked with Autism is that people restrict themselves to range of
activities (McLeskey, Rosenberg and Westling, 2012). This means that they are not motivated
and they no longer take in activities which are way beyond their comfort zones. These persons
are more likely to behave in repetitive manner and this includes jumping, flapping of their hands
and repetition of a particular statement or sound (Nahmias, Kase and Mandell, 2014).
Support available for pupil with Autism
From the above study it has been evaluated that, there is no one best program or method
available to assist the course of children with autism. Thus, the great emphasis is made on the
support based concrete and visual teaching approaches that helps in supporting autistic children
especially in primary school (Iadarola, 2015). There are several methods present that can be used
to support the children facing autism disorder in different settings such as home, school, work,
community etc. There are several studies made on the methods of supporting autistic people in
which major emphasis is given on the visual methods that are being used in primary school.
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However, using visuals such as graphic organizers, flow charts and other diagrams like Venn etc.
are helpful for the pupil with autism.
Problem with transitions can significantly limit a student’s skills independently
accomplish any task or activity throughout the school day. These types of issues can be easily
evident when a student having ASD are taught in the general educational settings (Gelbar, Smith
and Reichow, 2014). Therefore, it can be said that, visual schedules can be used to increase
independence and minimize the need of continuous teacher intervention. In particular to the ASD
students, visual schedules are helpful as they clearly depicts within the classroom and tells all the
student when to expect transitions and certain activities. Herein, it can be evaluated that posted
or visual schedule is beneficial to all students not only to the students having ASD (Parsons,
2015). For instance, training and education of autistic and related communication handicapped
children out of the University of North Carolina is a comprehensive teaching method that has
been demonstrated to work effectively for students with ASD using visual supports (Effective
Strategies for the Inclusion of Children With Autism in General Education Classrooms. 2012).
However, the TEACCH program has worked with thousands of individuals with autism
spectrum disorder and their families by providing teaching services based on the learning
characteristics of children. Apart from that, the program also provides evaluations, parent
training and parent support group, social play and recreation groups (National autistic society,
2016).
Similar to this, the Picture Exchange Communication System (PECS) is an argumentative
communication system that has been developed to assist the individual to quickly acquire a
functional means of communication (Stackhouse and Wells, 2006). The main purpose of
designing PECS is to support those children or individuals who are unable to use speech or may
speak with limited effectiveness. In addition to this, TEACCH, PECS and other visual support
systems can be developed from simple and less expensive materials and with the help of which
mentor can enhance the processing skills of autistic children as well as teach several social skills
to children with ASD (Effective Inclusion of Students with Autism Spectrum Disorders. 2012).
Apart from this another method that is highly productive in enhancing the social skills of
individual with autism is inclusion education. In general terms, inclusion education can be
defined as the process of training the students with extraordinary needs in standard development
classes (Thomas and Loxley, 2001). It is because, these classes are considered as the least
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restrictive education environment for the children with autism. Inclusion training can be of full
or part time but through the help of these sessions teacher can provide steady administrations to
the children. Furthermore, under the comprehensive instruction framework, the autistic
children’s are kept in both pre-school and at primary school level (Effective educational
inclusion of students on the autism spectrum, 2010). The main purpose of providing inclusion
education is that it is of great importance for the autism individual as they possess uncommon
state of mind in which they have to be supported in varied prospects such as social academic and
relational abilities and once they are through to it they are enrolled in the inclusion environment
(Wearmouth, 2001). In recent past, there has been a huge change in the talk on the idea of
inclusion which mainly consist of two central focuses (Clough and Corbett, 2000). In which one is
emphasis on the center of the term inclusion and states that it has moved from referring to those
which have uncommon instructive needs to any learner inside a school that might at the danger
of marginalization (Clark, 2014). While on the other hand, secondly the term inclusion has
advanced from a term that portrays a school where specific gathering of learners are taught to a
much more extensive term that takes experience into consideration as the nature of such students
within the school (Tassoni, 2003). Therefore, it can be said that the recent meanings of inclusion
education is to presence, participation, acknowledgement and accomplishment of all pupils
inside a school. Along with this, to provide the support to such individual, great attention is
given in preparing staff working in educational and social consideration setting with autistic
children. However, it is essential for the education system to prepare the staff in proper and
sanction manner so as to embrace physical meditation when instructing children’s with autism
(Inclusion of Students with Autism in General Education Classrooms. 2012). The main purpose
of these teachers is to teach students proactive positive techniques so that they can learn new
things appropriately. For example, techniques such as knowing the child well, structuring a
supportive environment and using visual schedules.
Apart from this, modelling and video modelling is another major technique through
which support is provided to autistic individual. There are several techniques with the help of
which individual can be taught social interaction and communication skills. In terms of scientific
techniques modelling and video modelling are considered as the as the best suitable approaches
which are mainly used in primary schools (Hansen, Schendel and Parner, 2015). In general,
modelling can be defined as the process that incorporate individual in demonstrating a skill or
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exhibiting a behavior after observing it from the performance of a model (Reeves and et.al.,
2013). However, modelling approach become more effective when it is employed with other
method. There are several characteristics of modelling but two of the most significant are one to
one and group education because both of these can be applied to students at every level (Roberts
and Simpson, 2016). In addition to it, direct modelling can be taken into consideration while
teaching skills of judging different between varied concepts, playing games, different
communication methods and self-care (Keane, Costley and Clark, 2012). While on the other
hand, video modelling can be defined as the process that consist the education system in which
autistic student is shown a video and then asked to perform the task or activity (Rodríguez
Saldaña and Moreno, 2012). On the basis of survey made, video modelling has been resulted as
the best method of education autistic children in primary school (Sanderson, Sparkes and
Murray, 2013). The main purpose of this is that it assist the course of teacher in teaching
different social skills and games to student with autism through the means of showing them
videos (Booth and Ainscow, 2002). In addition to this, crisis mediation is another substantial
method which helps in making sure that autistic people feel safe by overseeing unsafe episodes
when take place. However, it is important because of the fact that using programs like
incorporate moral responsive systems when hazardous episodes of testing conduct occur
(Sansosti and Sansosti, 2012). By the means of this, some autistic people may overcome
behavioral difficulties that may oblige them to significant physical meditation in some structures
(Wearmouth, 2001).
Bullying and social support in inclusive school
In the present scenario, the concept of inclusive school can be termed as one of the most
potential one in dealing with the issues related to Autism among children. This is a major step
taken with an objective of tackling children with Autism (Velott and et.al. 2015). One of the most
important characteristic of inclusive school is that it do not create discrimination among children
with and without disabilities (Santarosa and Conforto, 2016). Such kind of school has developed
as a potential platform for children with Autism to obtain support and become effective.
According to Watkins, Zimmermann and Poling, (2014) there was a time when disabled child
were provided with separate classrooms in order to learn new things and develop themselves
(Watkins, Zimmermann and Poling, 2014). Nowadays, things have changed to a great extent and
efforts are being placed to provide support to children with Autism (Schopler and Mesibov,
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2013). In last few years, bullying has emerged as one the biggest issues which has been faced by
child in inclusive school. In simpler term bulling can be defined as the process or behaviour in
which individuals makes use of their superior’s strengths with an objective to influence and
dominate others (Schuller, 2013). As it has been already discussed that inclusive schools a single
and combine learning platform for both people with and without disabilities Clough and Corbett,
(2000). The chances of bullying gets increased when disabled child are asked to carry out
learning process with other children without Autism. Furthermore, because of disabilities,
impaired social and communication skills, children also starts witnessing bullying at inclusion
school. These disabilities of a child becomes an easy target for those children in school who do
not have this disorder.
On the other side of this, social support which has been provided by inclusive schools
supports in growth and development of a child in the best possible manner. It also helps in
promotion and development of relationship am long peers in effective way. The concept of
inclusive learning supports in developing a string bond and relation between children with and
without disabilities Tassoni, (2003). Furthermore, it is completely different from the education
which has been provided by special schools. A strong social bond is developed because children
are allowed to learn new things and enhance their knowledge base by providing them with
opportunities with and from each other’s (Fredrickson and Cline, 2002). Inclusion learning support
children with disabilities to develop skills with the help of imitation (Gros, 2002).
As it has been already discussed that children with Autism are always interested in
isolation, inclusion schools provides them an opportunity to connect themselves with social
world (Wilson, 2015). Along with this, disable child also receive an opportunity to develop
friendship with children without autism. On the other side of this, it can be also argued that
families of children suffering from Autism are also benefited from inclusion schools to a great
extent. According to Gros, (2002) it is not an easy task for parents to take care of a child who has
disorder. Therefore, along with child parents also required adequate support which can boost up
their morale and motivation level. Inclusion schools offer these parents with a platform where
they can meet with other families which can provide morale support and assistance to parents of
child suffering from Autism. As still no way through which Autism can be tackled has been
found therefore, inclusive schools can be considered as one of the best way to maximize the
speaking learning and functioning capability of a child with Autism.
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As per the view of Wilson, (2015) Autism has emerged as one of the most complex
disorder which is related to nervous system and brain development of a child. In addition to this,
Autism has still been a challenging issue or diseases as many scientists and researchers have
been failed to cure the same (Wilson, 2015). In the present scenario, scientist are looking forward
to finding cure of Autism, many educationalists has taken an effective step to deal with the same
(Segall and Campbell, 2012). Nowadays, educations providers such as primary schools has
started to lay emphasis on taking corrective measures and putting efforts in making the child
learn different things and become capable enough to sustain in the world (Sims, 2002).
On the other side of this, central government in the country has joined hands with other
non-governmental bodies and parties to make sure that development of child suffering from
Autism can be carried out in the best possible manner Sullivan, (2013). There has been several
steps taken in order to teach and develop children with Autism and one of the major step among
all is of providing inclusive education to the child (Smith and et.al., 2015). The concept of
inclusive education lays emphasis on combine learning by bringing together both students with
and without disabilities. This results in creating sense of satisfaction among child suffering from
Autism and also support him/her in carrying out development of brain in the best possible
manner.
From the above essay, it can be concluded that Autism is a situation in which
development of brain become almost impossible (Stackhouse and Wells, 2006). Furthermore, it is
more common among children as compared to a mature adult (Sullivan, 2013). It can be inferred
that there is not specific cause identified which results in Autism and there are several factors
associated with the same. From the above carried out study, it can be concluded that in last few
years measures has been taken by government and other bodies to develop these children
suffering from Autism in the best possible manner (Thomas and Loxely, 2001). In addition to
this, report entails different types of autism that an individual could have in his/her life.
However, different types of disorders that autism consists have been evaluated. These have
different implications of the mental state of the children (Turner, 2013).
Thereafter, study emphasis on early signs of autism in which it is the duty of parents to
make sure that their children acts according to his or her age. According to study, children can
talk or walk late and that does not signify autism but the incapability of children in achieving the
milestone as per the age can be one of the major sign (Velott and et.al., 2015). Therefore, parents
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are the one who should have proper monitoring on the activities of children. In addition to this,
study illustrates the different types of support available for the people with autism. Herein, visual
schedule and education is considered as the most suitable and reliable approach used in the
primary school (Stackhouse and Wells, 2006). Along with this there are different methods such as
inclusion education and modelling and video modelling (Sims, 2002). In case of inclusion
education different programmers such as TEACCH, PECS and other visual support systems has
been developed to provide support to individual suffering from Autism (National autistic society,
2016). Lastly, video modelling has been identified as the best method of enhancing the social
and communication skills of children with autism.
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REFERENCES
Journals and Books
Abu-Hamour, B. and Muhaidat, M., 2014. Parents' attitudes towards inclusion of students with
autism in Jordan. International Journal of Inclusive Education, 18(6), pp.567-579.
Booth, T and Ainscow, M., 2002. Index for Inclusion; developing learning and participation in
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