Resources for Including Children with Autism in Public School
Now that I've started reading more about what "real" school inclusion should look like, I recognize some of the elements that were missing from Tom's experience. There were no peer buddies, there was no "lunch bunch" social club. There was no training or support for general education teachers. Most importantly, there was no attempt to prepare Tom for the general education classroom. As a result, each time he was "included," he was stepping into a completely alien world - with kids, teachers, rules and expectations he knew nothing about. Imagine starting a new job every day of the week - and failing every time!
While we're now homeschooling Tom, I can see that inclusion COULD have worked - if the schools and families had had access to some of the resources now available. Among these are Autism Speaks' impressive School Community Toolkit. The toolkit is actually a 200+ page .pdf download - and several well-conceived videos featuring inclusion experts and school principals who have launched successful inclusion programs. Those who follow this blog know I'm sometimes critical of Autism Speaks, but in this case I'm very impressed.
In addition to the Autism Speaks package, you may want to pick upAsperger Syndrome in the Inclusive Classroom , a book which offers terrific tips for teachers who are fortunate enough to have real support for inclusion in their districts.
Lastly, for parents who aren't quite sure what "inclusion" is supposed to look like, take a look at my article on classroom inclusion. It's a short article, but it may help parents to distinguish true inclusion from less supportive forms of academic mainstreaming.
Can you recommend additional resources for parents and teachers interested in including children with autism in the general education setting? Have you used the Autism Speaks materials? Share your ideas!
Comments
Paula Kluth rocks, Lisa. You should interview her and see if you can reengage with your own school district by using her techniques.
I strongly support her views on inclusion and oppose the Easter Seals, “let’s build special, private, non-inclusive, tuition out schools approach.” Not all schools will listen to Kluth but those that do end up creating wonderful environments for all of their students, both typical and those on the spectrum.
Yes, Paula Kluth does rock!
I’ve been to a teacher training that she lead, as well as reading her books, and have been very impressed. She has a lot of free articles and resources on her website too. It’s worth a look: http://www.paulakluth.com/
The Bubel/Aiken Foundation funds grants for inclusive school and community programs: http://www.bubelaiken.org/
I haven’t had the chance to read the Autism Speaks School Toolkit yet, but I’m looking forward to it.
Nicole Caldwell, M.Ed.
Free Autism Resources and Printable Activities for Parents and Teachers! ~ http://www.PositivelyAutism.com/
I loved your article on classrooms for our students with autism. It is so important to differentiate the environmental needs of our kids on the spectrum. That’s my passion - and my blog focuses on this. Educators are so overwhelmed with everything coming against them that they can not keep up with the details of autism best practices. Our ASD kids need environmental structure, consistency and visual supports at a level that neuro-typical students just don’t require.
Good line of articles!
Cindy Golden
Thanks, Dadvocate and Cindy! Actually, we moved about a year ago, so are no longer in the same district…but I’ve gotta say I’d need to know that Paula Kluth or Sheila Wagner had actually been HIRED by the district before I’d expect much from any public school system. But that’s me!
Re inclusion, Cindy, I have a question: do you think it makes sense to actually provide autistic kids with highly structured, environmentally streamlined, predictable settings all day long? While I know it’s easier to function in such a setting, I wonder whether it makes it that much tougher to then cope with the ordinary things of life (grocery stores, baseball games, etc.)? Just curious about your opinion.
Thanks,
Lisa (autism guide)
Absolutely begin creating less restrictive environments so they can generalize to the ‘real world’. We want our kids to function in typical environments - become independent-and generalize all of the skills they’ve learned to a natural environment.
Great point!
So many times I’ve seen our kids who have serious self-injurious behaviors who may exhibit these because their needs aren’t being met. It’s sad to say but their behaviors may be there because the environment they are in is overwhelming them. I say let’s get that undercontrol and begin desensitizing them to the point that they can eventually be fully included in a typcial classroom. (That’s also my passion - my doctorate will be in Inclusive Ed)
By the way - I forgot to share my blogsite.
www.omacconsulting.blogspot.com
There are several freebies and ideas available along with links to educators and to parents.
ALthough inclusion is a wonderful thing for high functioning children it can be destroying if the school isnt equiped and ready to handle the vast scope of differences.
Schools must do their utmost to provide necessay training and to employ specialised teachers to help both children with PDD and others.
I do believe that inclusion can work and be very successful for most autistic students. On the other hand, from what I have heard, it seems very difficult to implement into schools. In order for inclusion to work properly, many people have to be on the same page (parents, student, general education teacher, special education teacher, administrators!). I think that if all parties are willing to commit to having the child in an inclusive class, it should be implemented in the best way possible.
I am currently reading Paula Kluth’s book “You’re Going to Love This Kid!” So far I have found it to be a great resource for teachers. I am studying to be a math teacher at the secondary level. It has given me a lot of general information about autism as well as information on how to teach an inclusive class with an autistic child in it. I do think that for teachers the most important resources are the parents. Every child is so different that inclusion must be different for each child. Since parents know their child the best, they are a wonderful resource. In order for inclusion to work the teachers really must work with the parents to see what works and what doesn’t work.