Reflection
Firstly, one of the main things this course has reinforced to me is that, like all children, children with an ASD are individuals and there is no single behaviour or need that is "typical" of autism. Some children on the spectrum can be severely affected in most or all domains of functioning, while others, can be only mildly affected.
My engagement with the course materials and subsequent research into issues relating to the education of individuals with autism revealed that each person with an ASD has a unique set of needs and their needs or behaviours cannot be generalized. I learnt that interventions addressing the situations that give rise to a problem behaviour are usually more effective then ones focused on addressing the consequences for the behaviour.
Prior to this assignment, as a pre-service mainstream teacher, one of my greatest concerns was that I felt somewhat ill equipped to be able to meet the learning and behavioral needs of students with ASD. Much of my prior knowledge consisted of information about the challenges this group of students present with interventions that focused on addressing the consequences for behaviours. Therefore, I felt I lacked knowledge of useful and practical strategies for meeting the educational needs of these students while also ensuring I effectively meet the needs of the rest of my class. However, the most outstanding revelation that came to me during the creation process of this assignment was that, although the artifacts were designed to meet the needs of a specific student with autism, many of the modifications also had the potential to benefit many other students as well. For example, when I was considering how to create a consistent and predictable classroom environment, I realized that by making a few accommodations to the physical layout can have both short and long term benefits for not just the child with autism but also for the class at large. Setting up a classroom which is positive and responsive can greatly assist in maximizing learning and minimizing challenging behaviours of all students. In saying this, I am not implying that the learning needs of all of my students are all the same; I know they are not.
This assignment confirmed my pre-existing knowledge that a primary characteristic of ASD is restricted, repetitive, and stereotyped patterns of behaviours, interests, and activities. I realized that when teaching students with autism, rather than view their particular interest as a deficit, I should try to take advantage of it and use it as an opportunity to achieve positive outcomes for the student, hence the Power Card artifact. This artifact takes advantage of the student’s interest in Spiderman and uses it to promote a desired outcome.
My existing understandings about the significant communicative limitations people with autism experience was also contextualized as a result of this assignment. I already knew a marked lack of communication skills was a typical indicator of ASD therefore, as a teacher, I need to think about some of the difficulties I might face when communicating with a student with ASD. My way of speaking may fail to communicate my meaning to a student with ASD and as such, I may have to find alternatives to traditional communication methods. It is for this reason a visual daily schedule was used as an alternative method of communication to assist in overcoming problems students with ASD experience with excessive verbal directions or explanations.
Finally, I realise that, even though this assignment has greatly enhanced my knowledge associated with educating children with autism, there is a great deal more for
me to learn. Specifically, I know I have severely under-appreciated just how problematic it is for people with autism to read the emotions and minds of others, show empathy, and demonstrate self-awareness or self-conscious emotions. I would like to increase my knowledge of strategies I can use, as a mainstream teacher, assist my students with ASD build social skills, encourage friendships and reduce stigmatization.
In conclusion this assignment, and in fact the whole course, has highlighted to me how teachers’ perceptions and knowledge play a crucial role in the service and management of young people with autism. I know that by constantly engaging in professional learning programs that are specifically designed to address students with ASD will enable me to better support their full participation in our education system. I know that I, as a mainstream classroom teacher, play an integral role in diminishing the qualitative differences that make individuals with autism so conspicuous and confused.
My engagement with the course materials and subsequent research into issues relating to the education of individuals with autism revealed that each person with an ASD has a unique set of needs and their needs or behaviours cannot be generalized. I learnt that interventions addressing the situations that give rise to a problem behaviour are usually more effective then ones focused on addressing the consequences for the behaviour.
Prior to this assignment, as a pre-service mainstream teacher, one of my greatest concerns was that I felt somewhat ill equipped to be able to meet the learning and behavioral needs of students with ASD. Much of my prior knowledge consisted of information about the challenges this group of students present with interventions that focused on addressing the consequences for behaviours. Therefore, I felt I lacked knowledge of useful and practical strategies for meeting the educational needs of these students while also ensuring I effectively meet the needs of the rest of my class. However, the most outstanding revelation that came to me during the creation process of this assignment was that, although the artifacts were designed to meet the needs of a specific student with autism, many of the modifications also had the potential to benefit many other students as well. For example, when I was considering how to create a consistent and predictable classroom environment, I realized that by making a few accommodations to the physical layout can have both short and long term benefits for not just the child with autism but also for the class at large. Setting up a classroom which is positive and responsive can greatly assist in maximizing learning and minimizing challenging behaviours of all students. In saying this, I am not implying that the learning needs of all of my students are all the same; I know they are not.
This assignment confirmed my pre-existing knowledge that a primary characteristic of ASD is restricted, repetitive, and stereotyped patterns of behaviours, interests, and activities. I realized that when teaching students with autism, rather than view their particular interest as a deficit, I should try to take advantage of it and use it as an opportunity to achieve positive outcomes for the student, hence the Power Card artifact. This artifact takes advantage of the student’s interest in Spiderman and uses it to promote a desired outcome.
My existing understandings about the significant communicative limitations people with autism experience was also contextualized as a result of this assignment. I already knew a marked lack of communication skills was a typical indicator of ASD therefore, as a teacher, I need to think about some of the difficulties I might face when communicating with a student with ASD. My way of speaking may fail to communicate my meaning to a student with ASD and as such, I may have to find alternatives to traditional communication methods. It is for this reason a visual daily schedule was used as an alternative method of communication to assist in overcoming problems students with ASD experience with excessive verbal directions or explanations.
Finally, I realise that, even though this assignment has greatly enhanced my knowledge associated with educating children with autism, there is a great deal more for
me to learn. Specifically, I know I have severely under-appreciated just how problematic it is for people with autism to read the emotions and minds of others, show empathy, and demonstrate self-awareness or self-conscious emotions. I would like to increase my knowledge of strategies I can use, as a mainstream teacher, assist my students with ASD build social skills, encourage friendships and reduce stigmatization.
In conclusion this assignment, and in fact the whole course, has highlighted to me how teachers’ perceptions and knowledge play a crucial role in the service and management of young people with autism. I know that by constantly engaging in professional learning programs that are specifically designed to address students with ASD will enable me to better support their full participation in our education system. I know that I, as a mainstream classroom teacher, play an integral role in diminishing the qualitative differences that make individuals with autism so conspicuous and confused.