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Essay / Research Paper Abstract
This 3 page paper provides an overview of the use of instructional methods for teaching a child with autism. This paper specifically looks at the issues related to classroom management and least restrictive environment. Bibliography lists 2 sources.
Page Count:
3 pages (~225 words per page)
File: MH11_MHautised66.doc
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Unformatted sample text from the term paper:
full inclusion programming in environments that have to be modified using adjusted content to provide instruction in the least restrictive environment. The legal directive for this kind of programming
seems clear, but leaves room for debate. The legal viewpoint is based on the belief that inclusion settings must be appropriate and that learners with disabilities must be able
to receive appropriate education conducted in the least restrictive environment (Jorgensen, Schuh & Nisbet, 2006). Educators must demonstrate that they can create experiences for learners in the general education
classroom that will support the rights of the students while maintaining an active educational experience for all other learners (Karten, 2008). Correspondingly, general education teachers must be able
to ensure that the process of mainstreaming reflects a connection with the special education programming recommendations and goals that are created for the specific learner and incorporated into their individual
education plan, a legally binding document (Karten, 2008; McGrath, 2007). In order to address the needs of a child with AD or another Autism Spectrum Disorder, it
is necessary to focus on modified methods of instruction to improve the academic opportunities in the classroom. This can include everything from modifications made to the general environment to
modifications in the instructional content. This means that sometimes educators have to move through content at different rate or replace specific content in order to address specific issues
for the student. Instructional methods may need to be reassessed in order to create effective learning. An educator who relies heavily on the use of cooperative learning activities,
for example, may find that the learner with AD struggles with this kind of learning experience. In relation to academics, though, having a student with AD requires
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