Inclusive Education of Children with Autism

Autistic spectrum disorders are becoming more commonplace among pupils in today's schools. Less commonplace are teachers and professionals equipped to adequately adapt to and deal with children with autism. As researchers and medical professionals have been searching worldwide for a known cause and possible cures for autistic spectrum disorders, educators have been searching for methods to help minimise the behavioural deficiencies within the academic environment. A few methods for inclusive education, discussed in this paper, have had dramatic results with both the autistic children in the classroom and the people with whom they interact with. These children have been able to learn more readily and teachers have found that many of the disruptions an autistic child can cause are more easily resolved. But to what extent is this possible; and what else needs to be done? Truthfully, a lot more needs to be done for these methods of inclusive education to be successful. Some areas have excellent access to schooling systems equipped to teach children with autistic spectrum disorders while others have no provisions to handle these disabilities. This paper will look at some of the methods that have been researched worldwide, which of these methods are currently available, and how accessible these methods are to the children today in the United Kingdom. Strategies and ideas of what else needs to be done will also be discussed, as will be the results these methods have had to those children who have been lucky enough to gain access to inclusive education.

Autism is used to refer to a group of neurological disorders. These disorders interfere with the development of a child's behavioural and social communications skills (McLelland, 1999); often leaving the child to be seen as withdrawn-as though he or she is living enclosed in a world all alone. Autistic children frequently show impressive abilities, such as playing music with no mistakes after only hearing a piece once; however, these abilities are sometimes shadowed by a difficulty with speaking and perfecting some motor skills. These difficulties are commonly coupled with a seeming inability to effectively relate to others (McLelland, 1999). Autistic spectrum disorders, including Rett's Disorder and Asperger's Syndrome, have had a large effect on the classroom due to the lack of understanding and knowledge about the disorder. Because of some apparent disabilities, many autistic children find that they need some supervision throughout their lives. This constant need for supervision can make teaching in formal institutions difficult as autistic children need much more attention than healthy children without disabilities (McLelland, 1999). The question stands, though, as to what extent the need to become inclusive has been met.

Forty-five teachers in the United States were surveyed regarding their students with Asperger's Syndrome and the behaviours of those students in relation to the interaction received by their respective teachers (Hartman, 2001). The study was implemented to compare the behavioural interruptions or problems between autistic children in a special education environment versus those in a general education. Many of the problems found were abrupt interruptions, agitation, victimization, and difficulty following oral instructions. Other problems frequently included distractibility, strong, adverse reactions to change, and difficulty communicating wants and needs on the part of the student (Hartman, 2001). This study brought to both the medical community and the education teams the need for world-wide adjustment within the education systems to better include children with autistic spectrum disorders.

Concerns of this need have since spread through the United Kingdom (Irish Times, 2005). While an Applied Behaviour Analysis (ABA) approach to teaching has been implemented in the United States, this method is not yet accessible to many of the children diagnosed with autism in the United Kingdom. The United States National Institute of Mental Health recognises the ABA method of teaching as invaluable because this approach breaks down learning objectives into smaller, more manageable teaching units (Irish Times, 2005). These smaller units use clearly defined procedures of instructions in a consistent manner; this approach has proven with a significant amount of literature to be well-designed and effective when interacting with children who fear or react adversely to changes (Irish Times, 2005). However, highly populated areas of the United Kingdom have only limited access to ABA schools, and those areas that are less densely populated have no access. In an anonymous letter written to the Irish Times, this inaccessibility is leaving autistic children to suffer from educational deprivation (2005). "The Department of Education seems to believe that primary teachers with limited training in autism are capable of delivering an education which it deem adequate. This expectation is unfair to both teacher and child." (Irish Times, 2005). Many people believe that this type inequality with educating children suffering from autistic spectrum disorders will force the children, ultimately, into long-term institutional care, costing more money and resources than implementing the ABA approach to teaching on a more widespread scale (Irish Times, 2005). Paul Shattock, head of Sunderland University's autism research unit, has expressed that there were hundreds of children suffering with autism and the services provided for these children were struggling to do so (Newcastle-upon-Tyne, 2004). While parents continue to stress about the requirements and stress of caring for children with autism, little support is available outside of the home. According to Mr. Shattock, the charity-run Thornhill Park in Sunderland has only 75 places (Newcastle-upon-Tyne, 2004), admitting only those children with the most severe symptoms; children who cannot find room within this school are left to fend for themselves with help available solely from their parents or other family members (Newcastle-upon-Tyne, 2004).

Until recently, many nations typically grouped autistic children with others suffering from different mental impairments and behavioural disorders. In 1997, the United States government passed the Individuals with Disabilities Act (Elkins, Elkins, and Parker, 2003), effectively setting autism aside as a separate category of mental disability and encouraging other governments to follow suit. This act has brought forth emphasis on taking inclusive methods to educating the children; this has also required education of the appropriate teachers and instructors of the frequent behavioural problems that may arise with teaching autistic children. Spreading even the basic knowledge has increased the chances that autistic children will receive equal education to those without disabilities, and has helped instructors recognise and develop methods concurrent with those of the ABA approach prior to these behavioural inabilities becoming a disruption to the class (Elkins, Elkins, and Parker, 2003). This type of integration of autistic children with the general education system will also help to spread a general awareness and understanding of autistic spectrum disorders, allowing these children to be looked upon with feelings of something other than fear or trepidation (Elkins, Elkins, and Parker, 2003). Believing that the pressure brought forth by the parents of autistic children can bring about the largest and quickest changes, Elkins ascertains that the implementation of these inclusive programmes within the United States educational system has made a huge difference in the overall acceptance of autistic children by others and in the quality of education autistic children can now receive (2003).

The United States, however, was not the first nation to recognise the importance of inclusive education when interacting with children suffering from autistic spectrum disorders. In 1984, a study performed in Japanese instructor in Tokyo began to study the possibility that autism could be caused, at least partially, by physiological abnormalities within a child's hormonal system; these abnormalities were believed to cause severe anxiety (Houston Chronicle, 1986). Kiyo Kitahara, a Japanese educator, helped initially develop the plan of education in his area that would include autistic children with "normal" students; this plan of integration included using physical exercise as a way to help students overcome self-destructive, reclusive behaviours (Houston Chronicle, 1986). Through the release of endorphins as a result of exercises such as swimming and running, the children suffering from autistic spectrum disorders under Kitahara's care showed signs that the anxiety and stresses were partially released, allowing them to learn more easily. Since this time, theories and practises have been developed worldwide which implement the ideals of inclusive education with physical education or some other form of stress release to alleviate some of the symptoms associated with autism other than drugs or medications.

The need for better methods of inclusion of children suffering from autistic spectrum disorders within the education systems is obvious. Other countries and education systems have already recognised this and began making the necessary changes to have these methods, such as the ABA approach, implemented within their school systems; but to what extent is this need being met? Unfortunately, in the United Kingdom, there appears to be very little evidence supporting that the need is being met at little more than minimally. The Irish Times (2005) reported that only a fraction of autistic children were being educated using inclusive methods; and those children were living in heavily populated areas. This information comes even after learning of the tremendous benefits that can be available to all parties involved--including the children, parents, and parents and faculty of the schools.

Catherine Turner, a featured writer for the Coventry Evening Telegraph, reported just three years ago of the type of education autistic children might receive when inclusion needs are not successfully met. Eight-year-old Mark had been asked not to return to his school in Winchester after his behaviour had been deemed as inappropriate by the school's headmaster (Coventry Evening Telegraph, 2002). The largest complaints were that Mark's behaviour had been too distracting to other children and other parents found him embarrassing: "He skipped along the path to class instead of walking. He spoilt football practice by spinning in circles in the middle of the playing field. He laughed too loudly in assembly. He hummed in class. He had no friends..." (Coventry Evening Telegraph, 2002). Based on these complaints, the headmaster had told Mark's mother that he believed Mark to be "obviously severely brain damaged and belonged in a residential home for the disabled" (Coventry Evening Telegraph, 2002). Despite the parents' disbelief of this statement, or perhaps because of the disbelief, Mark's parents began writing their own learning programmes, implementing national curriculum standards while utilizing methods found in other countries through the Internet. As of the publishing of this article, Mark was graded as being well ahead of his class, behaving very well, and even learning Japanese and other activities not required by the national curriculum. The education that this child, suffering from Asperger's Syndrome, is receiving has been very helpful in teaching other parent's to follow suit and call for more action by the schools. This situation has also called attention the need for understanding within the educational community. Had the knowledge of autistic spectrum disorders been more easily accessible to this particular headmaster, he would have been better prepared to recognise and handle a student such as Mark.

Several instructors world-wide, including Simpson of the United States, have been working diligently for years to bring about changes in education that better suit the needs of autistic students. Simpson (2004) maintains that autism is no longer an infrequent circumstance as was once believed; because of this seemingly growing disorder, much more must be done in the areas of both education and medicine:

...significant recent increase in the prevalence of ASD makes this disability a daunting challenge for schools and communities worldwide relative to developing an infrastructure to serve a far greater number of individuals. Indeed, autism is such a frequently encountered developmental disorder that some states have reported it to be of epidemic proportion. (Simpson, 2004)

Based on Simpson's experience as a special education teacher and student psychologist, there are several methods of teaching that have thus far proven more effective than exclusive methods such as specialty schools. These methods include the Applied Behaviour Analysis, Picture Exchange Communication System, and Structured Teaching. Accompanied by environmental supports and interventions and treatments, these methods of teaching have had several positive improvements and have shown they can enhance skills in the areas the student has a deficiency. However, many of these fundamental elements and teaching methods are still missing from most of the education systems (Simpson, 2004).

Overwhelming evidence exists that enough is not being done to effectively teach and prepare teachers and other educational professionals about the needs of students with disabilities such as autistic spectrum disorders. More challenging still is the shortage of qualified teachers (Simpson, 2004). Teaching professionals and instructors require at least basic special education skills to complement their general education skills. Arming school headmasters and teachers with an understanding of characteristics and teaching methods to be applied to autistic children will be a next step in providing these children with their rightfully deserved education.

Several professions outside of the schools have answered the call by parents to help children with autism receive an equal education. Frances Gibb, a legal editor, write about legal services available at little or no charge to the parents of autistic children when dealing with problems associated with exclusive education (2002). Some of the more common problems parents have had to seek advice for are school bullies and appeals to schools regarding their children's ability to learn in the environment provided (Gibb, 2002). Ten law firms, accompanied with specialist education departments, are working throughout the United Kingdom to provide such information and advice through voluntary lawyers in person, in the court rooms, and over the phone through an "Education Advocacy Hotline" (Gibb, 2002).

However, legal advice and parental concern is not enough. More attention needs to be given within the United Kingdom's school systems to students with autism and the needs of the children and their families. Dr. Ladyman describes the current provisions for education regarding children with autistic spectrum disorders as "patchy":

Whereas some are so seriously affected that they need to go to special schools, others can get by in mainstream schools as long as they have an autistic unit in which they can spend some time. Others can manage in mainstream schools if at least one teacher has some training in dealing with autism (Hawkes, 2002).

This type of sporadic intervention in terms of a child's educational needs is a prime example of just how little current resources are providing to today's schools. Something must be done to allow those children living with autism to access the same opportunities for education and further development; the best way to accomplish this goal is through inclusive education at every school. As several studies have shown, inclusive education best meets the needs of an autistic child to develop his or her already inherent skills as well as allows the child to begin overcoming his or her deficiencies in other areas of communications or social behaviours.

Autism and related disorders such as Rett's Disorder and Asperger's Syndrome, can no longer be viewed as infrequent occurrences something to be brushed aside. Because of the limited knowledge surrounding autistic spectrum disorders, psychiatrists and educational professionals both are treating these disorders as though they were a new problem to be dealt with; perhaps this is a good thing.

Children diagnosed with autistic spectrum disorders often have a poor prognosis when compared to the prognosis of children with other disabilities (Simpson, 2004). Simpson (2004) maintains that while many professionals, both within and outside of the educational systems, recognise the need for effective methods and identification, it remains important to not use the mantra of "effective practice" to hinder novel treatments and interventions to be developed. Evidence-based practises are essential as well; a system of ongoing evaluations of treatments and interventions identifying those treatments with success rates and other, yet unproven treatments will aid in the development and overall evaluation of new methods of teaching that may better serve students with autistic spectrum disorders (Simpson, 2004).

The need for more effective educational interaction with autistic students is clear; just as obvious is the need for more understanding and a larger number of professionals working in education that hold at least the fundamental knowledge of autism (Simpson, 2004). What is unclear is the effectiveness of those provisions already made for autistic students. The current standards are sporadic at best; without widespread implementation of inclusive teaching methods the benefits will be harder to recognise. One teaching method, Applied Behaviour Analysis, is currently gaining recognition as one of the most effective methods of inclusive education. Though it is still under study, the benefits in a few groups have shown that the children with autism were able to learn more easily as well as alleviate some of the behavioural problems associated with autistic spectrum disorders. Inclusive teaching is believed to also help a child regain, or relearn, some of the communications skills that he or she may be deficient in while spreading a wider knowledge of these disorders to the public and participants in general education. While there remains a clear need for further development of teaching methods, over-reliance on new and unproven methods may have a negative influence. The largest challenges facing a widespread implementation of inclusive education is a weakened economy coupled with an overall lack of qualified educators to recognise and interact with autistic students (Simpson, 2004). Because groups of children diagnosed with autistic spectrum disorders such as Asperger's Syndrome are frequently placed in general education classrooms, curricula for educating teachers need to be redesigned to better prepare administrators and instructors in the methods in working with autistic children (Simpson, 2004).

Today's provisions are helpful in dealing with children with autistic spectrum disorders; however there is still much work to be done. Despite the many benefits shown to the children participating in inclusive education, the number of children to whom this would be the most beneficial far outnumbers the number of school programmes adequately equipped to give this education. While autism can no longer be looked upon as a new disorder, professionals in the medical field as well as the educational field must continue to strive and research further methods of teaching these children. A proper education is every child's right to have--not a privilege. The provisions of today's school systems have made much progress thus far, but they are not enough and those provisions are too intermittent to be of maximum benefit.
References

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Gibb, F. (2002) Legal advice for autistic children and their families. The Times, London (UK). January 17, 2002. p.22. Retrieved December 27, 2005 from ProQuest Database.

Hartman, M.A. (2001) Asperger syndrome in the inclusive classroom. The George Washington University. Retrieved December 27, 2005 from ProQuest Database.

Hawkes, N. (2001) Education is a lottery for autistic children. The Times, London (UK). December 13, 2001. Pg.21. Retrieved December 25, 2005 from ProQuest Database.

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Simpson, R.L. (2004) Finding effective intervention and personnel preparation practices for students with autism spectrum disorders. Exceptional Children, Reston. Winter, 2004. Vol.70, Iss. 2, pg. 135. Retrieved December 26, 2005 from ProQuest Database.

Turner, C. (2002) Meet the incredible mum who teaches her "super intelligent" autistic son from home after being shunned by his school. Coventry Evening Telegraph, Coventry, UK. May 8, 2002. p. 8.9. Retrieved December 25, 2005 from ProQuest Database.