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Essay / Research Paper Abstract
A 3 page research paper that discusses a disciplinary plan for autistic middle school classroom. Bibliography lists 3 sources.
Page Count:
3 pages (~225 words per page)
File: D0_khautmid.rtf
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Unformatted sample text from the term paper:
others have intelligence that places them in the genius category (Klein, 2007). In general, autism refers neurological impairment that exists when connections in the frontal portion of the brain are
"wired incorrectly" (Klein, 2007, p. 26). This "wiring" problem affects the individuals ability to "think and communicate" (Klein, 2007, p. 26). Autism cannot be cured, but it can be
treated. However, as autistic children "grow up and become middle school...students," they continue to require special guidance and interventions (Klein, 2007, p. 26). Therefore, any discipline plan to be applied
to autistic students necessarily entails the childrens level of autism and their particular capabilities and needs. In general, however, there are guidelines that can help teachers in creating the best
environment for helping students with learning disabilities and the behavioral deficits caused by autism. First of all, Swanson (2005) recommends minimizing visual and auditory distractions, and, if possible, the teacher
should create a quiet area in which the autistic child can work. There should be clear physical boundaries, such as specific areas of the classroom for specific tasks (Swanson, 2005).
Epp (2008) indicates that there is a tendency among school administrators to group students who suffer from emotional disturbances (ED) with autistic children, due to similarities in their behavioral
problems and acting out in class; however, this is contraindicated by research and mixing these ED and autistic students can acerbate disciplinary problems. Children with autism spectrum disorders have a
neurological condition that makes it difficult for them to understand social cues and correct behavior intuitively (Epp, 2008). Students with ED, on the other hand, have a psychological impairment but
are capable of reading social cues (Epp, 2008). Therefore, to group them together sets up an ideal situation for complicating the behavioral problems of both groups of students (Epp, 2008).
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