Asd Children Dillemas In Inclusion

What inclusion actually means?

Inclusion means that a school adapts to the needs of pupils with special needs and engages them properly, while integration "is the process by which pupils with SEN mix and work alongside those without SEN, fitting in to existing arrangements" (FEFC, 1996). Identification Dilemma It is argued that diagnosis on autism in early childhood is crucial, because ASD children may exhibit some but not all specific characteristics, however it is important for parents and specialists to consider them as soon as possible so that these children can be helped immediately. Until fairly recently, children under 5 or 6 years old, were not diagnosed at all. However, more recently, more children receive an early identification. In addition, research has shown that the appropriate early intervention helps children with ASD (National Research Council, 2001). From the research, it can be concluded that a specialist can diagnose autism in 2-year-olds, in spite the fact of the symptoms being less precise and steady. It is clear that experts should be cautious of the diagnostic criteria of DSM and ICD, because a clinician has proved to be a safer solution. However, the accuracy of such prognostic tests still has its own restrictions. An inaccurate one can lead to unsuitable intervention, consultation and orientation of the parents. It is crucial to say that diagnosis of ASD in early years is different of the diagnosis of ASD in one or more years later, so a "working diagnosis" over the years is fundamental. In that way, parents and professionals can better understand the child's need and cooperate to provide him/her the best support.

Labelling or not?

Various countries such as US and UK have enacted legislations to include children with learning disabilities in mainstream educational environments. According to Anita Ho (2004) the parents and teachers want to find out the causes of the children's behaviours. When a cause has been established, they can may help them to find their strengths and weaknesses and avoid misunderstandings. More specifically, teachers will figure out the needs of the children and adjust their attitudes, so that the children will be better engaged into the classroom environment. Furthermore, parents will understand their children's behaviours and be better informed on how to meet their needs, because the problem is no longer undefined. Hence, such a diagnosis can help the parents to understand that the learning difficulty of their child is not a result of their actions or attitudes. Some parents may be anxious about their children having to follow the same curriculum as normally developing children, because they want their children to be educated in a different way as they believe it would be more helpful. Also, some teachers are not trained to deal with children with special educational needs and therefore they do not know how to deal with them in order to get the best outcomes. Although, a diagnosis of having learning disabilities has proved to be very helpful, in some cases problems arise. Historical oppression of people with disabilities might lead to their unique needs not being recognized. Some parents are worried because they think that their child maybe not recognised from the school staff as an individual with his/her own needs. There is a popular assumption that every child with the same diagnosis is of the same kind and has the same needs. Furthermore, being labelled can affect other people's perspectives and the expectations, even of teachers, parents and children's themselves. Some parents may also believe that if their child is labelled, his/her peers are more likely to bully or treat him/her as 'abnormal'. In such cases, exclusion may be crucial for the child's self-esteem. Lastly, one may worry that schools are more willing to diagnose students as having learning disabilities because of the government money they receive. This also could be considered as an easy way for teachers to move some children out of the mainstream classroom and as a result, schools can achieve possible higher average scores on tests and be ranked in a high position among other 'special' schools. Sometimes children with SEN can be used as an excuse for the academic failure of schools, while the schools' problems and teachers' incompetence are the real causes.

Mainstream vs Special Schools

Moore (2007), argues that a pupil with ASD should be in a mainstream school because he/she has academic skills. However, pupils with ASD are more likely to be ridiculed because of the difficulties they face in social interactions and relationships. These difficulties make them more vulnerable to bullying in a mainstream school, because they feel that they are not 'normal' and thus their self-esteem is decreased. Inclusion of such pupils depends to a very great extent on the support they receive from teachers and the other staff of the school. The dilemma which arises here is whether this help is actually supporting the pupils or just making the situation worse. For example, some pupils report that they are not exposed to bullying because of this support while others feel isolated and separated from the rest of the class. It is obvious that in order to include ASDs in a classroom, a 'behind the scenes' help is needed. With regard to special schools, Lindsay (2007) argues that children's rights are infringed in special schools because they are isolated and away from typically developing children, the mainstream curriculum and the classroom environment. Norwich (1993) refers to the role that special schools can have within an inclusive educational system. While inclusion gains more ground, special schools are seen as less favourable by the specialists. In favour of special schools, one could argue that teaching children with severe disabilities in mainstream schools would prevent them from having access to specialist services and facilities. However, some of the participants referred to the importance of special schools because of the expertise, the more suitable environment and the more economical use of the resources provided there.

Ways forward

. Appropriate training of the teachers . Clear and detailed explanation of the diagnosis to the parents, so they can observe the findings in their child and recognize them . Children should be allowed to be heard . Need for collaboration between teachers, professionals and voluntary services . Early intervention . Development of an inclusive ethos at schools

Considering all the above, the need for change is obvious. Talking about inclusion and enacting legislations are not sufficient. The real big problem and challenge too, is to make inclusion realisable. We are obliged as teachers, professionals, parents or as a society to support them and offer them the best opportunities we can to reach their potential.

References

Further Education Funding Council (FEFC), corp creator. (1996) Achievements of colleges on their charter commitments: report of the Inspectorate (FEFC national survey report; January 1996).

Ho, A. (2004). To be labelled, or not to be labelled: that is the question. British Journal of Learning Disabilities, 32(2), 86-92.

Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1), 1-24.

Moore, C. (2007). Speaking as a Parent: Thoughts about Educational Inclusion for Autistic Children. Included or Excluded, 34-41.

National Research Council. (2001). Educating Children with Autism. Committee on Educational Interventions for Children with Autism. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

Norwich, B. (1993). Ideological dilemmas in special needs education: practitioners' views. Oxford Review of Education, 19(4), 527-546.