Cassidy Lieb
10/20/20
EDU100OSI
Professor Eisenberg
Education Research Paper: Autism and Inclusion in the Classroom
Autism Spectrum Disorder is a neurodevelopmental disorder characterized by
impairment in emotional expression and recognition, difficulty with social relationships, delayed
and/or abnormal language and communication, and preoccupation with repetitive, stereotyped
behaviors or interests (Autism). According to the Centers for Disease Control and Prevention,
approximately one in every fifty-nine children have Autism Spectrum Disorder (Teaching
Students with Autism Spectrum Disorder). Many students with Autism Spectrum Disorder are
placed into special education classes that can actively cater to the needs of the individual.
However, students with higher functioning autism are often integrated into general education
classes as well. The objective of this paper is to explore Autism Spectrum Disorder, or ASD, and
the different techniques of inclusion of students with Autism Spectrum Disorder into General
Education classes. This paper will also explore students with ASD and their experiences with
inclusion in general education classes. Finally, this paper will include a personal reflection of the
subject and my own experience with Autism and inclusion.
Because students with ASD function differently than students who are neurotypical, or
without ASD, teachers need to come up with working strategies to integrate them into the
general education class so that the class is inclusive of them. An article written by Ellary Draper
for General Music Today Journal shares some effective strategies that are often used by music
teachers to adapt the classroom for their ASD students. The first of the strategies is to provide
structure. Children with ASD will become inflexible if they are not sticking to routine as it is
something that comes natural to them, which can become a problem if the class needs to change
what they are doing. Teachers can help these students by providing a visual schedule of what
will be happening in the class and by using visual cues to assist them in transitioning between
activities. The next strategy is to adapt to their sensory needs. Students with ASD are often
burdened by overstimulation from different sensory inputs, whether that be triggers from certain
noises, light sensitivity, or sensitivity to volume. Classes can adapt to these sensory needs by
adjusting lights to be less stimulating, avoiding instruments that may provoke a negative
reaction, or providing a set of noise reduction headphones to lessen the noise in the classroom
(Teaching Students with Autism Spectrum Disorder).
