Educating Children with Autism (Term Paper Sample)

Educating Children with Autism
[Name of the Writer]
[Name of the Institution]
Educating Children with Autism
Introduction
The mental disorders known as “autistic spectrum” can be present in early developmental age of human. These disorders affect the human behavior including abilities to communicate feelings, ideas or imagination, social interaction, and establishing relationships with other people (Lord, Cook, Leventhal, & Amaral, 2013). Autistic spectrum disorders (ASDs) reflect on the operation of various factors developing in the brain though accurate mechanisms of neurobiology that have not been established so far (Riva, Bulgheroni & Zappella, 2013).
These disorders have everlasting effects on the factor that how a child learns to become a social being (Gliga, Elsabbagh, Hudry, Charman & Johnson, 2012). They also affect the other similar behavior of children such as how to take care of themselves, as well as how to take part in various activities held in the community. In several cases, when ASD occurs the individual has to suffer from some other disorders such as language disorder and mental retardation (Baio, 2012). Therefore, educational planning should address the needs that are connected to autistic disorders, as well as the needs that are connected with additional disabilities.
Autistic Spectrum Disorders impact on the future life of children. Children with Autistic Spectrum Disorders may lack appropriate human behavior such as abilities to communicate their feelings, ideas or imagination, social interaction, and establishing relationships with other people (Cappe, Wolff, Bobet, & Adrien, 2011). This study aims to shed light on educating the children with Autistic Spectrum Disorders. It is very common question raised by parent whether medication to treat the symptoms of ASD is more effective or educating children and their full inclusion. From this perspective, it is very important to describe the effectiveness of “full inclusion,” as well as to describe the advantages of educating children on the spectrum to treat the children with ASD (Reichow, 2012).
There are various ways can be helpful to overcome the challenges of children with ASD. Nevertheless, it is very important that parents should make sure the support they need. Although there are various approaches to treat the children with ASD such as medications and providing the children with appropriate education concerning to the disorder, but medications used for the treatment of ASDs are considered not to be appropriate to treat or cure the symptoms of ASDs (Wing, 2013). This is particularly because this approach does not affect all children in an equal manner. Therefore, seeking help from health care professional, particularly who has wide experience for the treatment of children with ASD is considered an appropriate step taken by parents. It is a fact that health care professional put more emphasis on the inclusion of such children, rather than medication.
Literature Review
Inclusion of Children with Autism
The term “Inclusion” is coined to support the philosophical argument in which children with physical, mental, or emotional handicaps are permitted to be engaged in education within the mainstream of public education. Bowker, D’Angelo, Hicks and Wells (2011) describe various treatments for the children with autism. In their work, they point out though there are various treatments for autism, but inclusion is more acceptable. From this perspective, the only need is perceptions of change and parental choices that mainly affect the whole life of their children. Nevertheless, inclusion has various degrees such as full inclusion and partially inclusion. Inclusion supports the argument that the separation of children with ASDs is not an appropriate treatment for those children. On the other hand, supporters of full inclusion argue that children with ASDs should be integrated into regular education classrooms at all times (Ferraioli, & Harris, 2011).
Autism Spectrum Disorder and Its Treatment
Studies reveal that medications are not the perfect ways to treat the symptoms of ASDs found among children. Nevertheless, there are some medications prescribed to reduce the symptoms of ASDs and help the children with ASD to function better. A few of those functions may include managing high energy level, managing ability to focus, managing depression, and managing seizures (McPheeters et al. 2011). It would not be wrong to state that medications do not affect all children in an equal manner. Some children need intense care, while some children can be cured merely with the minimum efforts of their parents, as well as teachers.
Early Intervention Services
Research reveals that the “Early Intervention Treatment Services” (EITS) have a noteworthy impact on the treatment of children with ASD as they significantly improve the development of children. From this perspective, EITS help children, particularly those aged between 0 and 3 years, to learn various important skills such as talking, walking, and interacting with other people (Warren et al. 2011). For this purpose, they must be kept in the ordinary school, rather than any special or boarding schools.
Educating Children on ASDs
Kirk, Gallagher, Coleman and Anastasiow (2011) point out educating children with ASDs is an effectual treatment, as this form of treatment has no negative reaction, rather than, it results much better than other form of treatment i.e. separation. In this regard, the major question arises that who should be educated whether parents of children. Carbone, Behl, Azor & Murphy (2010) describe, “Parents perceived that physicians did not act early upon their concerns about development, and that care is less comprehensive, coordinated and family-centered than desired” (p, 2). Therefore, educating both parents and directly children has the equal importance to treat or cure the symptoms of ASDs (Barton & Harn, 2014). In the same way, “Education of All Handicapped Children Act” accepted the education of children with ASDs as the responsibility of public in 1975 (Allen & Cowdery, 2014).
Goals for Educational Services
There are various aims and objectives behind educating children on ASDs. Some of these aims may include societal expectations and desires about the factor that educating all children on ASDs will bring positive impact on the reduction of ASDs cases. The second aim behind the notion of educating children is the widespread assumption that it is important, as well as possible to teach children with ASDs (Rattaz et al. 2014). With the widespread of education, there can be more opportunities concerning to the acquisition of skills and knowledge, which support social responsibility, as well as personal independence.
It is a fact that children without ASDs learn various behaviors without special pedagogical methods, while children with ASDs may need to be taught in specially organized system. For example, a preschool child with ASD can learn to count backward, but cannot learn to call his mother at the end of the day until taught specially. Eldevik, Hastings, Jahr and Hughes (2012) conclude that children with ASDs can better prosper in mainstream school settings. In the same way, a student of high school with ASD can learn the computer skills but unable to decide when to wash his or her hair. From these perspectives, the goals of educating the children with ASD are to make them independent and socially responsible (Constantino, 2011).
Inclusion of Students/Children with ASDs
Teaching children with ASDs how to understand specific feelings and how to form relationship is considered very important as the academic learning concerning to the potential of such children. From this perspective, both teachers and parents should be equally responsible for the teaching factor of the children with ASDs. It would not be wrong to state that a large number of professionals deny believing in enough attention that should be given to the children with ASDs (Hall, 2012). Figure 1 reveals that children with ASDs should be given more and constant attention.
 INCLUDEPICTURE "/files/static/slideshow/reference/AutismLearn/autism-learn-refocus_350x440.jpg" \* MERGEFORMATINET 

Figure: (Refocus and Repeat)
Source: (education.com)
Many children with ASDs can be taught in the setting of mainstream named as “inclusion” (Randi, Newman & Grigorenko, 2010). Therefore, they need special concentration of their teachers in schools and special concentration of their parents in homes. It would not be wrong to state that careful evaluation and examination of each child with ASD, accessibility of flexibility, creativity, and excellent communication with teachers or parents, and availability of a wide range of supports are the most important ingredients for the success of such children (Buie et al. 2010). On the other hand, to treat or cure of those children can have various disadvantages such as reaction of medications, various other side effects of the medications, etc.
Conclusion
In the light of data collected from various sources, it would not be difficult to conclude that the effects of medication while treating the children with ASDs can bring negative impact. Since the findings of this paper have revealed that medications for the treatment of ASD is less or not beneficial, it would not be wrong to state that this approach to treat or cure the symptoms of ASD is not or less advantageous than educating children on the spectrum. In this regard, inclusion of children with ASDs is equally considered to be the best approach to treating such children. The separation of children with ASDs is not an appropriate treatment for such children, rather than they should be provided with mainstream educational...