INCLUSION OF STUDENTS WITH AUTISM
This report suggests some strategies for inclusion of students with autism. It covers the
information about autism regarding the challenges of inclusion of students with autism in
general education classrooms, principles that should guide the implementation of their
inclusion, strategy plan for inclusion process, and final recommendations related to
inclusion of those students.
A. AUTISM
A developmental disability significantly affecting verbal and nonverbal communication
and social interaction, generally evident before age 3, that adversely affects a child's
educational performance (IDEA’s definition quoted in Hallahan, et al. 2009).
B. CHALLENGES FOR THE INCLUSION OF THESE STUDENTS
The symptoms of autism give idea about possible challenges that teachers and peers may
encounter in the classroom:

Absent or distorted relationships. (Eigenbrood, 2009)

Communication problems: The child repeats others, but couldn’t initiate a
conversation (Eigenbrood, 2009)

Repetitive and stereotyped patterns of behavior (Hallahan, et al. 2009)

Apparent cognitive deficits (Eigenbrood, 2009)

Aggression toward others, usually when unwanted touching or interaction is
imposed on the child. (Eigenbrood, 2009)

Frequent disturbances: Vocal outbursts, tendency to wander away, aggressive
behaviors, self injury (Zylstra, 2002)

Language disorders; 50% of children with autism will learn little or no oral
language (Eigenbrood, 2009)

Abnormal sensory perceptions: they may overreact or remain unresponsive to
different stimuli like fire alarm, light, and etc. (Hallahan, et al. 2009)

Resistance to environmental change or change in daily routines (Hallahan, et al.
2009)

Autism’s symptoms are so unusual and so resistance to remediation (Hallahan, et
al. 2009)
As a response to those symptoms, some of the challenges of students with autism, their
teachers, and the school include, but are not limited to:

Possible disturbances in class due to behavioral disruptions

Access of those students to the core curriculum (Fisher & Frey, 2001),

Balancing student with autism’s needs with those of other students in class
(Zylstra, 2002)

Creating a positive environment and required collaboration between student with
autism and his/her peers

Changing classroom setting

Providing enough sources for required accommodations
C. GUIDING PRINCIPLES
Researchers advise the following educational programming principles for successful
implementation of inclusion of students with autism to regular classrooms. (Hallahan, et
al. 2009)

Direct instruction of skills: using teacher-led, structured lessons. Major features of
direct instruction are frequent assessments, achievement grouping, scripted lesson
plans, precisely sequenced, fast-paced and well-rehearsed lessons supported with
practices/questions and immediate feedback (Hallahan, et al. 2009).

Behavior management: A combination of functional behavioral assessment (FBA)
and positive behavioral intervention support (PBIS) may reduce or eliminate
disruptive behaviors. FBA involves determining the consequences and setting
events that maintain disruptive behavior, whereas PBIS involves finding ways to
support positive behaviors of students rather than punishing negative behaviors
with a focus on the total environment of the student (Hallahan, et al. 2009).

Instruction in natural setting-the kinds of settings that non-disabled children enjoy

Social Interpreting- to clarify and explain confusing events to the student

Coaching student to initiate a conversation or any kind of social interaction
D. STRATEGIES & PROCEDURE

Placement According to IEP: Once it has been determined that a student has
autism, before placement, an individualized education program (IEP) must be
prepared by the special education teacher and approved by the parents of the
student. According to IEP, student may be included full or part time in a regular
classroom with required supplemental aids and services which are described in
IEP. IEP team must determine the "least restrictive environment" for the student.

Collaborative Consultation: Student with autism should receive special education
services within a general education classroom through collaborative consultation.
According to the learning objectives in the IEP, special education teacher and
general education teacher should identify teaching strategies for the student.
Thematic units prepared by grade level teachers will be revised by special
education teachers and adjusted according to the IEP goals and objectives

Co-teaching: After collaborative consultation, the next step may be co-teaching,
general education teacher and special education teacher should work side-by-side
in the regular classroom

Curricula and Instructional Strategies: Strategies should be developed for student
access to the curriculum. Some of the strategies are partial participation and peermediated instruction.

Instructional accommodations and adoptions: Instructions may be modified if
needed. Accommodations in instructions, learning environment, instructional
materials, learning strategies may be implemented. If needed, adoptions in
curriculum may be implemented.

Task Sharing: Who will do what about the child should be clearly defined
regarding the responsibility of special education teacher and general education
teacher

Training general education teachers: Seminars should be provided to teachers and
readings about autism should be encouraged amongst teachers.

Training of the peers: Teachers should prepare the peers of the student with
autism about the challenges they may face at the classroom, and should ask them
to create a positive environment for their friend with autism.
D. RECOMMENDATIONS

Create and enrich a resource center with assistive technology like Picture
Exchange Communication System (PECS), augmentive or alternative
communication system (AAC) for nonverbal students with autism.

Avoid changing teachers of the child with autism as much as possible

Teachers should maintain a positive attitude, realize and accept their limitations,
and recognize areas of growth, no matter how small (Zylstra, 2002) Some other
suggestions to teachers are:

Be consistent in work with and treatment of those students

Holding the same high expectations-as it is reasonable-

Building a learning community among all students

Work closely with learning assistants and parents

Provide routine and repetition, as well as structures activities

Offer numerous opportunities to practice skills

Integration of some activities into whole-class projects, and the disabled student
may complete other projects by him/herself or in a small group

Calm Structured classroom setting: Make environment conductive to student’s
learning
REFERENCES
 Hallahan, D.P., Kauffman, J.M., and Pullen, P.C. (2009). Learners with Autism
Spectrum Disorders. In Exceptional Learners: An introduction to special
education (11th ed.). Boston: Allyn & Bacon.
 Zylstra, E. (2002). A year with Boby. Associaton and Supervison for Curriculum
Development. Retrieved June 13, 2009, from EBSCO.
 Fisher, D., & Frey, N.(2001) Access to the core curriculum. Remedial and Special
Education, 22(3), 148-157.
 Eigenbrood, R. (2009). In EDSP 6644 lecture notes. Retrieved June 14, 2009
 Arllen, N. ., & Gable, R. (1996). Accommodating students with special needs in
general education classrooms. Preventing School Failure, 41(1).