Brianna Pellizzari

19 June 2016
EDUC 326

Assignment 1: Students with Special Needs

Summarize the main points of each of your readings.
For this assignment I chose to focus on students with Autism Spectrum Disorder
(ASD) in the classroom. Each reading focused on a different aspect of teaching students
with ASD. The first article focused on why students with ASD should be included in
general classrooms and the benefits it gives these students. The second article focused on
how inclusion for students with ASD leads to improved literacy skills. The third article
was a guide for working with students with ASD in classrooms. This article gave
suggestions for classroom modifications and teaching tips for teachers with ASD
students. I found each of these articles very informative and helpful in my quest for
knowledge about students with Autism Spectrum Disorder.
The first article I read by Kurth and Mastergeorge outlined some of the
implications for classroom practice when working with students with ASD. This study
was focused on relating research to skill development by asking two key questions: (1)
What are the areas of relative academic strength and concern for adolescents with
autism? (2) what are the effects of setting (inclusion versus self-contained) on academic
skill acquisition for adolescents with autism? (Kurth & Mastergeorge, 2010, p. 9). This
study focused on adaptive behaviour, cognitive ability, and academic achievement of
students and in all areas students showed progress when included in the general
classroom environment. Many time students with Autism are provided with a skills based
program based on an IEP but inclusion in the general classroom environment and
participation in challenging academic curriculum is proven to increase not only the
motivation but also the learning for students with ASD. Kurth and Mastergeorge state that
it is necessary to provide a challenging and appropriate curriculum to students with
autism to facilitate their learning of a range of skills, beyond merely functional skills
(Kurth & Mastergeorge, 2010, p.13).
In my second article LaBarbera and Soto-Hinman also talk about the concept of
including students with autism in classrooms. This article talks less about general
inclusion and more about the benefit that inclusion has on literacy skills. Studies show
that children with ASD have more difficulties with the oral language skills necessary for
reading and that active participation in academic language can have positive effects for
developing these literacy skills. Based on the findings by LaBarbera and Soto-Hinman
cooperative and/or peer learning has yielded positive results. Several strategies for
developing these oral language skills can include story retelling, think-alouds, and
engaging in small-group reading with discussions. Another key aspect of successful
literacy experiences is the classroom environment. An environment that is beneficial to
students with autism is one that inspires all students to teach one another, take risks,
create, collaborate, and see themselves capable of learning (LaBarbera & Soto-Hinman,
2009, p. 6). In summary LaBarbera and Soto-Hinman have collected research that proves

that students with ASD can have successful literacy experiences and gain academic skills
in inclusive classrooms.
The third article by Deris and Di Carlo is a collection of strategies that can help
teachers successfully integrate students with autism into the classroom. This article is a
more practical approach to talking about inclusion of students with autism. It outlines a
wide range of strategies that can be implemented in any classroom and that will be
effective for all students. Deris and Di Carlo state, two of the most critical aspects of the
classroom when working with a child with autism are the materials and arrangement of
the environment (Deris & Di Carlo, 2013, p. 52). Some suggestions that the authors
make for this are to post classroom rules, be aware of sensory triggers, have a wellorganized workspace and to be aware of and have procedures for transitions. When
working with students with autism it is important to include a variety of choice making
activities so that students are in charge of their learning. This article also provided
teaching tips, which included ideas like incorporating motivating materials, using
photographs, having multiple modes of communication, and to follow the childs lead.
The amount and quality of learning gained by children with autism is greatly impacted
by the activities, materials, and interactions within the classroom (Deris & Di Carlo,
2013, p. 56). By implementing several of these strategies teachers can create a much
more effective classroom environment for students in which they will succeed.
What ideas do they have in common?
The main idea of all three articles is that students with ASD will succeed in
general classrooms with some modification and adaptation. By including these students
in the general populations of our schools we are not only teaching all students about
inclusive environments and building community, respect, and tolerance but we are also
allowing students opportunities for more successes. I found it very interesting that all
three articles mentioned that having inclusive classrooms not only benefited the students
with special needs but also benefits the general population of classrooms as well.
All three articles also presented the common idea that in order for students with
autism to succeed in inclusive classrooms there had to be adaptations to the environment
and outcomes. This does not mean that students with ASD should be given a modified
curriculum but the regular curriculum should be presented in a variety of ways and have
room for modification based on individual students needs.
Are there any conflicting ideas? If so, describe them.
The only conflicting ideas that I found in my articles were based on research
either by the author(s) or by previous research being referenced in each article. Much of
the research being quoted had the majority of positive results but there are differences in
each students learning and the ideas and practices suggested in this article will not be
effective for every student.

Based on your reading, write a letter to yourself promising three things you WILL
NOT do and three things you WILL DO regarding the students with special needs.
Send the letter to yourself and read it in two years.
Dear Me,
Two years ago today you completed an assignment about teaching students with
autism. This assignment and the articles you read taught you that including these students
within your classroom can have positive effects not only for your autistic students but
also for your non-autistic students. When I have students with autism spectrum disorder
in my classroom:
I WILL provide balanced literacy practices that include promote cooperative learning
and peer interactions.
I WILL NOT (I will try not) to make unpredictable transitions or classroom schedules.
I WILL provide appropriate challenges based on the curriculum that will provide
students will opportunities for growth and success.
I WILL NOT provide these students will just skills based teachings.
I WILL provide opportunities for student choice so that students can become selfmotivated learners and feel responsible for their own learning.
I WILL NOT clutter my classroom with over stimulating materials that will distract from
learning.
Sincerely,
Ms. Pellizzari

Imagine you are a student with special needs in your classroom. Write a poem such
a student would write in his or her private journal. The poem should reflect how the
student feels in your classroom.
I Am Important
I sit at my desk
Trying to pay attention
People around me
I want to be liked
I want to have friends like you
But no one is here
Teachers are talking
Trying to understand you
I need something more
One day I can speak
About all the things I feel
Then you will know me
I am important
I can do anything too
I am autistic

References
Deris, A. R., & Di Carlo, C. F. (2013). Back to Basics: Working with Young Children
with Autism in Inclusive Classrooms. Support For Learning, 28(2), 52-56.
Kurth, J. A., & Mastergeorge, A. M. (2010). Academic and Cognitive Profiles of
Students with Autism: Implications for Classroom Practice and Placement.
International Journal Of Special Education, 25(2), 8-14.
LaBarbera, R., & Soto-Hinman, I. (2009). Toward a Model of Promoting Literacy for
Students with Autism Spectrum Disorder in the General Education Classroom.
Forum On Public Policy Online, 2009(1).