What strategies would you suggest for effective inclusion of a

student with Autism Spectrum disorder in your class?

To promote inclusion, reasonable and substantial adjustment strategies
must be put in place (SCU, 2015, Module 1 Week 1). Strategies include
implementing quality teaching practices, the creation of a facilitative
learning environment and developing a supportive school community
(Kelly & Lyons, 2011).
Davids increased agitation during the transition phase of the lesson,
highlights the need for structured lessons, visual aids and direct
instruction. Students with ASD often have issues making sense of the
lesson and they may find it highly confusing to move onto a new task
without completing the previous one (Marks, Shaw-Hegwer, Schrader,
Longaker, Peters, Powers & Levine, 2003). To maximise comprehension
and content retention, instructional content should be presented in an
organised, visual structure, which has been proven to successfully
reinforce what is expected of students with ASD (Australian Government,
2006). The lessons should be tightly built around the main concepts
(Marks et al., 2003) which can be highlighted to prevent David from
becoming overwhelmed with information.
Adjustments to delivery modes will be required. The teacher should
provide direct instruction and avoid using metaphors, sarcasm, colloquial
expression or implied meanings, which can be confusing for students with
ASD (Australian Government, 2006). Direct instruction can maximise
student engagement, cognition and retention (Arthur-Kelly & Neilands,
2011). Scaffolding can be used as a powerful instructional tool, which will
assist David to break down the lesson (Conway, 2014).
Computer assisted instruction, which relates directly to Davids skills and
interests, may improve concentration, motivation (Marks et al., 2003),
thinking and problem solving skills (Arthur-Kelly & Neilands, 2011). It may

be beneficial to embed additional activities within the lesson,

incorporating Davids interests, to increase his motivation (Loreman,
Deppler, & Harvey, 2005, as cited in SCU, 2016 Module 2 Week 1). For
example, mathematical questions related to ingredient quantities and
measurement conversions could be given a greater focus. When writing is
necessary, consider allowing David to use a laptop (Marks et al., 2003).
Create alternate assignments which are not complex or multi-step and
clearly specify assignment expectations. The teacher may also provide
alternatives to written assignments, such as audio or video taping the
assignment (Marks et al., 2003). Breaking down assignments into
components, through task analysis and writing out each step in a logical
and sequential order (Arthur-Kelly & Neilands, 2011) may assist David in
making sense of assignments.
The physical classroom is another aspect which should be modified to
generate social inclusion. Davids desk can be placed at the front of the
class to avoid distraction and provide a better opportunity for David to see
and hear instructions given. A relaxation corner should be developed with
pillows, maths activities and stress balls, as students with ASD can often
become overwhelmed by sensory stimuli and require a quiet area
(Australian Government, 2006).
When meeting with Davids parents treat them with respect, warmth,
positiveness and sensitivity (Porter, 2008, p. 42) and apologise and listen
to their concerns in a genuine manner. Let Davids parents know you will
implement strategies to ensure an inclusive environment is created for
David. This communication style will allow parents to trust the teachers
judgement and reliability (Blue-Banning, Summers, Frankland, Nelson, &
Beegle, 2004, as cited in Porter, 2008). Take on a parent-driven stance,
which will allow the teacher to gain Davids parents advice and
knowledge. As explained by Porter (2008), this increases the chance of
finding solutions which parents are willing to assist with and thus can

increase the students engagement and success. Discuss with Davids

parents his strengths and talents, which can be focussed on in the
classroom and ask for suggestions to assist David. Giving parents a sense
of self-control will increase their teacher relationship satisfaction (Turnbull,
2006, as cited in Porter, 2008).
Ensure Davids parents are informed of the states special education
policy (Institute for Family Advocacy & Leadership Development, 1996, as
cited in SCU, 2015, Module 1 Week 1). Parents require information of high
quality to allow them to translate their education aspirations into
behaviours which will support their childs learning (Coots 1998; Halle et
al. 1997; Hill & Taylor 2004, as cited in Porter, 2008). Discuss the level of
resources available to support Davids inclusion, as resources are usually
of high concern to parents (Conway, 2011a).
Organise a communication book with Davids parents. Regular, continuous
and responsive communication is essential to building mutual trust
(Adams & Christenson 2000, as cited in, Porter, 2008). Schedule regular
progress meetings as parents are more likely to come to the school when
invited (Simon 2001, as cited in Porter, 2008, p.16). Explain that you will
begin planning for inclusion and the next meeting will be held once
Davids individual learning plan has arrived.

References

Australian Government. (2006). Autism spectrum disorders. Retrieved

from
http://himh.clients.squiz.net/__data/assets/pdf_file/0020/4790/AutismSpectrum-Disorders.pdf

Conway, R. (2011a). Adapting curriculum, teaching and learning

strategies. In P. Foreman (Ed.), Inclusion in action (3rd ed.)(pp.114-178).
South Melbourne: Cengage Learning

Kelly, A. M. & Lyons, G. (2011). Practising successful inclusion. In P.

Foreman (Ed.), Inclusion in action (3rd ed.)(pp.69-112). South
Melbourne: Cengage Learning

Kelly, A. & Neilands, J. (2011). Planning effective teaching strategies. In P.

Foreman (Ed.), Inclusion in action (3rd ed.)(pp.179-218). South
Melbourne: Cengage Learning

Marks, S. U., Shaw-Hegwer, J., Schrader, C., Longaker, T., Peters, I.,
Powers, F., & Levine, M. (2003). Instructional management tips for
teachers of students with autism spectrum disorder (ASD). Teaching
Exceptional Children, 35(4). 5054. doi:10.1177/004005990303500408

Porter, Louise. Teacher-Parent Collaboration: Early Childhood to

Adolescence [online]. Camberwell, Vic.: ACER Press, 2008. Camberwell,
Vic.: ACER Press, 2008. ix, 261 p. ISBN 9780864316233.

Southern Cross University (SCU). (2015). EDU10712 Supporting Learners

with Disabilities - Module One - Week 1. Lismore: Author

Kelly, A. M. & Lyons, G. (2011). Practising successful inclusion. In P.

Foreman (Ed.), Inclusion in action (3rd ed.)(pp.69-112). South
Melbourne: Cengage Learning

Conway, R. (2014). Encouraging positive interactions. In P., Foreman & M.,

Arthur-Kelly. (Eds.) Inclusion in action (4th ed.)(pp. 234-277). South
Melbourne: Cengage Learning