Shruti Misra

Academy Capstone 6
McMennamy
November 1, 2016
Special Education for Children with Autism
As children with autism reach traditional school age and outgrow early
intervention programs, they are divided into a number of special education
programs depending on their needs and functioning level. However,
challenges line almost every aspect of special education and are especially
prevalent for lower income students with autism, often leading them to miss
valuable educational and therapeutic services.
Most schools offer a variety of special education classes designed to
provide for the specific needs of the student. There are several classes
designed for different functioning levels on the autism spectrum, ranging
from less restrictive to highly structured. General education classes are
integrated classrooms where children with autism work alongside
neurotypical students in traditional classroom environments with minimal
intervention. General Education with Supports are classes where autistic
students are supervised by a trained professional and are given additional
services in order to further their education (Sewell). Resource classes have
built in supports, although the environment is still not completely restrictive
or structured. Resource classes may still have some degree of integration
with students not on the spectrum (Sewell). SAILS (Succeeding in Academic

& Independent Living Skills), previously known as Life Skills classes, are self
contained environments, classes that are not integrated with general
education students. These classes focus on teaching adaptive behavior and
independent living skills through a number of specialized activities (Sewell).
FLaSH (Functional Living and School Health Services) classes are specialized
for students with neurological disorder and a physical disability and are the
only classes with a trained medical professional on hand at all times (Sewell).
Learning environments for students with autism must walk a line between
disorganized real world environments and the structured, restrictive
environments that autistic children prefer. Disorganized environments can
cause sensory overload and temper tantrums in children with autism, while
environments that are too restrictive will not allow students to learn adaptive
skills for independent living (Classroom). In addition, various supports must
also be provided. Visual supports include diagrams and images of tasks that
must be completed (Classroom). These promote understanding and
recognition skills as the images turn abstract concepts into concrete forms.
For example, the command Play Jenga with your friends may be broken
down into images of a Jenga set, taking out the pieces, friends, and playing
the game. Setting physical and visual boundaries are also important. These
allow students to know when to move on to different tasks and differentiate
between what behaviors are proper and which ones are not (Classroom).
However, while there are several special education services available to
students with autism, problems in the system can hamper effective learning.

Many individuals with autism have the disorder alongside a mental illness
such as bipolar disorder or schizophrenia. In the state of Texas, the mental
illness takes precedence over autism and students are placed into Behavior
Support Services classes, which are directed toward children with emotional
disturbances, including psychosis, ADHD, and dissociative disorder (Sewell).
In these classes, children with autism are treated in the same way as the
children who are not on the spectrum. While their mental disorder is treated,
they do not get the necessary treatment for autism. Other problems in the
system include children with intellectual disabilities (defined as having an IQ
lower than 70) alongside autism. Even when they are put into the proper
special education classes for autism, they are unable to get effective therapy
for their intellectual disability. In addition, when children are in classes where
they are perceived as different, they often become the victims of bullying
and social isolation (Sewell).
In recent years, there has been a movement to more closely integrate
special education children into general education classes in order to foster
peer interaction and simulate real world environments. In order to effectively
include children with autism into general education environments, teachers
must get proper training in order to learn how to deal with the behaviors of
their special education students. It is recommended that they also receive
assistance from social workers, therapists, counselors, psychologists, and
other professionals (Simpson). In addition, changes in classroom structure
and organization must occur. Teachers should get additional planning time in

order to plan individualized and alternative activities and develop

appropriate teaching methods (Simpson). However, while integration into
general education can help students adapt to real world environments and
learn social skills, they are also marked by significant challenges. Autistic
students are often othered by their neurotypical classmates and can easily
become victims of bullying. Studies have found that they are on average 20
times more likely to be excluded from school than their peers (Humphrey).
In addition, due to naivety and eagerness for social inclusion, their
classmates exploit many students with autism. They become easy targets for
ridicule, damaging their self-esteem and leading them to withdraw more
from social environments (Humphrey). Unable to deal with the problems of
bullying, the very thought of school can be distressing. There are some
solutions that have had success. Circle of Friends activities can lead to
increased peer interaction and can help challenge attitudes and stereotypes
towards special education kids. Other methods, including putting autistic
children into groups with other students who share their interests and
passions, can spark friendships and increase pupil motivation (Humphrey).
Teachers also face significant challenges in teaching special education
students. Teachers are often ill prepared to handle the irregular patterns of
cognitive and educational strengths and deficits, including splinter skills and
isolated discontinuous activities that students with autism demonstrate
(Simpson). The skills and abilities of children with autism may be hard to pin
down as they can be dysfunctional in one area while at a very high level in

others, for example, being unable to write, but able to do college level
mathematics. Teachers also report not getting enough training in special
education needs. In most school districts, special education training is
restricted to professional development days (Helps). This has led to teachers
being unable to deal with the aggressive behaviors and social and
communicational difficulties exhibited by autistic students. Due to a lack of
comfort in interacting with special education children, some teachers only
have minimal interaction with their autistic students, depending on support
staff to prepare work for them (Humphrey).
Low-income children with autism face difficult challenges in continuing
necessary therapy and education and wading through government programs
to secure limited funding. Current estimates of autism prevalence in the
United States indicate that roughly 163,000 children with autism across the
nation are living below the poverty line (Shattuck). These children are often
diagnosed late and do not get the opportunity to take part in early
intervention programs that can develop independent living skills and
adaptations in early childhood. Even when they do have access to special
education programs in school, they are unable to take advantage of intensive
therapy that can make a world of difference in their development. In
addition, due to lack of financial resources, they have very high dropout
rates from special education programs. Even those who manage to finish
high school are quickly disengaged from therapeutic services (Shattuck). Due
to a lack of development of independent living skills and communication

skills, these students have a low rate of employment after high school
(Shattuck). Options for families are further complicated by a maze of
different programs with long waiting periods. Medicaid is available for lowincome families, but does not cover the special education and therapeutic
services that are needed by children with autism. In these cases, families can
choose to become part of Medicaid Waiver programs (Sewell). Families must
demonstrate specific needs for these programs. For example, the Home and
Community Services Program (HCS) is available for children with autism with
an intellectual disability and the Community Living Assistance and Support
Services program (CLASS) is available for those with autism and related
conditions (Sewell). These programs cover an array of needed therapies and
special education services. However, both HCS and CLASS have exceedingly
long waiting periods. In many cases, it can take fifteen years or longer for
families to gain access to these programs (Sewell). Depending on the age of
diagnosis, the individual with autism may have already passed into
adulthood, missing their chances to take advantage of life-changing early
intervention programs.
Special education takes various forms in order to cater to various levels
of functionality on the autism spectrum. However, despite efforts to provide
effective education services, challenges are prevalent at nearly all levels of
special education and are especially potent for autistic children from lowincome families. The importance of promoting inclusion and accessibility to

essential programs and services cannot be overstated in increasing the

efficacy of special education programs.

Works Cited

Classroom Organization: The Power for Structure for Individuals with Autism Spectrum
Disorder. Region 13 Education Service Center. Online Course. 27 Oct 2016.
Helps, Sarah, et al, Autism: The Teachers View. Sage Publications, vol. 3, no. 3,
1999, pp. 287-298. Web. 24 Oct 2016.
Humphrey, Neil. What does inclusion mean for pupils on the autistic spectrum in
mainstream schools? Journal of Research in Special Education Needs, vol. 12, no. 1,
2008, pp. 23-46. Web. 24 Oct 2016.
Sewell, Cheryl. Personal Interview. 27 Oct 2016.
Shattuck, Paul T., et al, Postsecondary Education and Employment Among Youth With
An Autism Spectrum Disorder. Pediatrics, vol. 129, no. 6, 2012, pp. 1043-1049. Web.
23 Oct 2016.
Simpson, Richard L., et al, Inclusion of Learners with Autism Spectrum Disorder in
General Education Settings. Topics in Language Disorders, vol. 23, no. 2, 2003, pp.
116-133. Web. 23 Oct 2016.