Chapter 10 Autism Spectrum Disorder Has Autism And

Chapter 10 Autism Spectrum Disordersthasya 8 Has Autism And Thrives

Chapter 10: Autism Spectrum Disorders Thasya, 8, has autism and thrives at Maple Wood Elementary School in Somersworth, NH. The school has implemented Response to Intervention (RtI), Positive Behavioral Interventions and Supports (PBIS) and Universal Design for Learning (UDL). This film highlights the power of presuming competence, differentiated instruction, and augmentative and alternative communication. Here is the video, after watching it, answer the questions below.

1. What do you hear and see that tells you Thasya is “included”?

2. What are the presumptions about her competence as a student attending general education classes and activities?

3. How do people at Maple Wood School describe Thasya’s behavior?

4. How might you or your school respond to Thasya’s behavior?

5. What impact did the introduction of a more sophisticated communication device have on Thasya’s behavior and her academic and social engagement?

6. What beliefs, practices, and systems make Maple Wood School an “inclusive school”?

7. Can you think of anything that might be needed to increase her membership, participation, and learning in the general education classroom?

8. If she was one of your physical education students, what kind of activities would you select for her? What instructional and management techniques would be beneficial for you as a teacher and for Thasya to conduct your class? (Hint: use your online textbook, pages starting. Watch the following video, (Autism Now: Exploring the “Phenomenal” Increase in U.S. Prevalence), what do you think about the concept of “autism spectrum” and increase in the prevalence of autism?)

Paper For Above instruction

Autism Spectrum Disorder (ASD) represents a diverse range of neurodevelopmental conditions characterized by challenges with social interaction, communication, and repetitive behaviors. The increasing prevalence of autism in recent years has prompted educators and researchers to explore more inclusive practices within educational settings, exemplified by the case of Thasya at Maple Wood Elementary School. This paper discusses key aspects of inclusion, presumption of competence, communication strategies, and instructional modifications that foster participation and learning of students on the autism spectrum, with a focus on Thasya's experience, and broader implications for educational practices.

In the case of Thasya, her inclusion in general education classrooms is evidenced through multiple cues observed during the video. First, her participation alongside typically developing peers during classroom activities demonstrates physical and social inclusion. The use of peer interactions, group work, and daily routines that integrate her into classroom life indicate an environment that values her presence. Moreover, her ability to communicate using augmentative and alternative communication (AAC) devices, her engagement with teachers and classmates, and her participation in academic tasks highlight her inclusion. The classroom environment’s adaptations—such as visual supports, structured routines, and differentiated instruction—further facilitate her inclusion and success.

Presuming her competence involves a belief that Thasya is capable of learning and contributing, which aligns with contemporary inclusive education principles. At Maple Wood, educators and staff believe that Thasya can engage meaningfully in general education activities with appropriate supports. This presumption shifts away from a deficit-focused view to recognizing her potential, fostering motivation, confidence, and cooperation. Such beliefs motivate educators to provide scaffolds, communication aids, and behavioral supports that enable her participation rather than barriers that exclude her.

The staff at Maple Wood School describe Thasya's behavior through a strengths-based rather than deficits perspective. They may describe her as engaged when she uses her AAC device, responsive when given appropriate cues, and socially motivated when interacting with peers. Her behaviors are seen as expressions of her communicative intent or responses to environmental stimuli, rather than as problematic behaviors requiring suppression. This positive framing encourages staff to develop individualized strategies that support her engagement and reduce frustration.

Responding to Thasya’s behavior in an inclusive classroom involves a combination of proactive strategies and responsive supports. Teachers might incorporate visual schedules, video modeling, or social stories to predict and guide her behavior. When challenging behaviors occur, approaches like differential reinforcement, environmental modifications, and calming techniques can be employed to de-escalate and teach alternative skills. Collaboration among educators, speech therapists, and families is vital to developing consistent responses that respect her dignity and promote positive behavior.

The introduction of sophisticated communication devices, such as advanced AAC systems, significantly impacted Thasya’s engagement. These devices provided her with more expressive power, reducing frustration and enabling her to participate more actively in academic and social contexts. As a result, her behavioral challenges decreased, and her ability to share her thoughts and feelings increased, fostering stronger connections with peers and teachers. Enhanced communication capacity can lead to greater independence, motivation, and integration within the classroom community.

Maple Wood School exemplifies an inclusive ethos through its systemic practices—adopting Response to Intervention (RtI), Positive Behavioral Interventions and Supports (PBIS), and Universal Design for Learning (UDL)—which prioritize accessibility, differentiated instruction, and behavioral support. Staff training emphasizes presuming competence, fostering positive relationships, and creating flexible learning environments that accommodate diverse learner needs. The physical environment, instructional methodologies, and school policies are aligned to promote full membership for students like Thasya, reflecting a commitment to inclusion at every level.

To further support Thasya’s participation, additional visual supports, peer mentoring programs, and opportunities for differentiation may be beneficial. For example, providing tailored tasks that match her interests, creating social groups that facilitate peer acceptance, and strengthening collaborative planning among staff and families can increase her sense of belonging and engagement. Inclusive practices like co-teaching and flexible grouping also foster a community where her contributions are valued, and her learning needs are met.

In physical education, inclusive activities should be adaptable to meet Thasya’s needs, emphasizing choice, gradual task complexity, and sensory considerations. Activities such as adapted movement games, yoga, or sensory breaks can be incorporated. Instructional techniques like visual cues, peer pairing, and task analysis can facilitate her participation. Management strategies include clear expectations, consistent routines, and positive reinforcement to encourage participation and reduce anxiety. Creating a supportive environment where Thasya feels safe and valued enhances her physical, social, and emotional development.

The concept of the “autism spectrum” reflects a wide range of neurodevelopmental profiles, emphasizing the diversity of how autism manifests across individuals. The recent increase in prevalence, as discussed in the “Autism Now” video, reflects improved awareness, better diagnostic tools, and expanded definitions. This growing prevalence underscores the importance of implementing inclusive educational practices that recognize individual strengths and provide appropriate supports. Embracing the spectrum paradigm promotes a nuanced understanding that each person with autism has unique needs and potentials, calling for personalized interventions and a commitment to full inclusion in society and schools.

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