children with disablities

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Children with Disabilities
Receiving an education is crucial to the development and self-reliance of every individual. Therefore, classrooms and teaching instructions must be tailored to meet the various needs of different learners. Children living with autism is one category of learners that requires the classroom to be designed in a manner that accommodates their needs while participating in an inclusive environment. Thanks to the Individuals with Disabilities Education Act (IDEA) there are a number of ways in which teachers can structure the classroom to meet the needs of learners with autism.
For children like Jason living with autism, it is crucial to include appropriate modifications and create an environment that supports individualized education plan (IEP). In this regard, as Jason’s teacher, the first step I will take is to ensure the availability of qualified support personnel. This means that from time to time I will call paraprofessionals from various fields to assist me in implementing the IEP and demonstrate best-practices techniques. Due to the complex needs of children with autism such support services are important for successful inclusion (Chaaya 4). Collaborative consultation will also go a long way in ensuring that Jason and other learners with disabilities are successfully integrated into the regular classroom. For instance, key collaborative relationships should be established with professionals in daycare, mental health, and medicine.

I will also ensure that the class size is reduced because a smaller class size offers a conducive environment necessary to offer social support to children living with disabilities. To ensure a successful transition from one activity to another I will employ the attitudinal and social support strategy. As rightly pointed by scholars, children with autism need attitudinal and social support to learn and to successfully integrate with regular learners (Simpson et al. 8). This includes teacher believe that the learner will succeed coupled with the availability of assistive devices and toys.
Works Cited
Chaaya, Rana. “Inclusion of students with autism in general education classrooms.” (2012).
Simpson, Richard L., Sonja R. de Boer-Ott, and Brenda Smith-Myles. “Inclusion of learners with autism spectrum disorders in general education settings.” Topics in language disorders 23.2 (2003): 116-133.