Autism Spectrum Disorders Sp17 Reading 2 Questions Legislati ✓ Solved

Autism Spectrum Disorders Sp17reading 2 Questionslegisla

1. How and why are politics involved in the health, education and well-being of persons with ASD? Is it appropriate/ necessary? Why or why not?

2. What is the “Deficit Approach” to Program Development? What are the problems with this view?

3. What is an Individualized Family Service Plan? How is it different from an Individualized Education Plan?

4. Briefly discuss the three types of programs listed in the classroom-based approach. How are ABA and BI/FAB differentiated? Does this coincide with your education as a Behavior Analyst? Why or Why not?

5. Discuss the idea of the “Least Restrictive Environment” and the changes made in Service Delivery across time. (Be sure to include all the sub headings in Pre and Post IDEA.)

6. How are parents involved in the process of assessment and education? Do parents have the time, resources, and needed education/expertise to ensure that their child is receiving appropriate care that is mandated by law?

Paper For Above Instructions

The involvement of politics in the health, education, and well-being of individuals with Autism Spectrum Disorder (ASD) is multifaceted and entrenched in the systemic frameworks that govern public health and education sectors. Politics plays a role due to the allocation of funding, development of policies, and the broader societal discourse surrounding disabilities. It is both appropriate and necessary for politics to engage in the welfare of individuals with ASD. This involvement ensures that resources are allocated to meet the specific needs of this population, advocating for their rights and supporting measures that promote inclusion, accessibility, and support in various environments, including schools and healthcare systems.

The "Deficit Approach" to Program Development is a paradigm that views individuals with ASD primarily through the lens of their deficits or limitations. It is problematic because it reinforces negative stereotypes, fails to acknowledge the strengths and capabilities of individuals, and can lead to a lack of person-centered interventions. Instead of focusing solely on what individuals cannot do, a more holistic perspective is necessary, one that recognizes their unique skills, potential, and contributions to society. This approach can lead to interventions that may not align with the individual's interests or strengths, ultimately affecting their development and progress.

An Individualized Family Service Plan (IFSP) is a document specifically designed for infants and toddlers with developmental delays or disabilities and their families. It outlines the family's goals for their child and the services that will support those goals. In contrast, an Individualized Education Plan (IEP) is tailored for children over the age of three who require educational services due to disabilities. While both plans are individualized and aim to provide support, the IFSP focuses on the family as a whole, while the IEP is primarily concerned with special education services in a school setting.

There are three types of programs categorized under classroom-based approaches: direct instruction, peer-mediated instruction, and activity-based instruction. Applied Behavior Analysis (ABA) focuses on teaching functional skills through the use of reinforcement strategies, while Behavioral Interventions/Functional Analysis-Based (BI/FAB) approaches may incorporate assessment to understand behaviors better and suggest interventions. The differentiation lies in the techniques and philosophies governing each program's implementation. As a Behavior Analyst, one aligns with these principles, recognizing the importance of evidence-based practices and the varied methods employed to meet the individual needs of learners with ASD.

The concept of the “Least Restrictive Environment” (LRE) refers to placing students with disabilities in settings that are as inclusive as possible, promoting their interaction with peers without disabilities while receiving necessary supports. Over time, there have been significant shifts in service delivery frameworks, primarily following the Individuals with Disabilities Education Act (IDEA) amendments. The pre-IDEA era often lacked clarity in service provision and inclusion, while post-IDEA legislation has stipulated stronger protections and guidelines for enhancing educational outcomes for students with disabilities.

Parental involvement is crucial in both assessment and education processes for children with ASD. Parents provide essential insights into their child’s behaviors, preferences, and needs, serving as advocates for appropriate services. However, many parents often find themselves struggling with time constraints, limited resources, and a lack of specialized knowledge necessary to navigate complex systems. This situation underscores the necessity for support systems to empower parents through training, resources, and community support to advocate effectively for their children's legal rights to receive appropriate care.

References

  • Givner, S. D., &ut; l/Syntax V.. 2007. "The Role of Politics in Special Education." National Association of Special Education Teachers.
  • McGee, G. G., & Morrier, M. J. 2005. "The Deficit Model of Development." Journal of Autism and Developmental Disorders.
  • Turnbull, A. P., & Turnbull, H. R. 2015. "Exceptional Lives: Special Education in Today’s Schools." Pearson Education.
  • Yell, M. L., & Drasgow, E. 2005. "The Law and Students with Disabilities." The Journal of Special Education.
  • Siegel, B. J. 2013. "Understanding the Individualized Family Service Plan." The Journal of Early Intervention.
  • Simeonsson, R. J., & Bailey, D. B. 2006. "Individualized Family Service Plan." Infants & Young Children.
  • Smith, T. 2011. "ABAs: Efficacy and Practices." Behavior Modification.
  • Heward, W. L. 2013. "Exceptional Children: An Introductory Approach to the Education of Children with Disabilities." Pearson.
  • U.S. Department of Education. 2019. "A Guide to the Least Restrictive Environment." IDEA Regulations.
  • Bronfenbrenner, U. 1979. "The Ecology of Human Development." Harvard University Press.

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