Running head: AUTISM IN ELEMENTARY SCHOOL

Autism in Elementary School Katie Brogan Wayne State University, SW 3510

AUTISM IN ELEMENTARY SCHOOL Autism in Elementary School Autism spectrum disorder affects an individuals ability to communicate both verbally and nonverbally, inhibits social interactions, and repetitive behaviors. (Speaks, 2014) Children that have been diagnosed with Autism is rising, requiring public schools to find ways to help children with Autism and their peers receive the best education possible. Children with Autism are placed in a general education class room as much as possible with the passing of the Individuals with Disabilities Education Improvement Act (IDEA 2004). This act requires that children with disabilities attended class in the general education classroom and only be placed in special education classrooms when their disability is too serve to be in a

general education classroom or the classroom does have the appropriate supports for the student. This act places a large number of children in general education classrooms that in the past would have been put into special education classes. There are several benefits and draw backs for placing high functioning individuals with Autism in general education classes with on target peers. Some of the disadvantages for children with Autism being educated in a general education class room are large student to teacher ratios, teachers are not trained in autism, peers are not educated on what autism is, disruptive behaviors can affect other students, teacher take attention away from other student to stop disruptive behaviors. Some of the advantages to placing children with Autism in a general education classrooms are the classroom setting provides for positive peer interactions, autistic children will be better prepared for middle school, high school, college, and the work force. Trying to come up with ways within a school districts means to accommodate all children equally requires a team approach of parents, teachers, administrators, and students. A high number of parents, teachers, and educators agree that children with autism need to interact with

AUTISM IN ELEMENTARY SCHOOL their peers, children have difficulties forming friendships with peers; teachers and peers need to

be educated on Autism spectrum disorder. One way of doing this would be to implement lessons into the teachers day that would incorporate social skills. Social stories have a positive effect on children with Autism and their peers. Through social stories children can learn appropriate social skills in different situations. Another way peers can help children in the classroom is becoming there peer mentor. Peer mentors can become friends with a child that has autism and be taught how to bring their new friend back on task were interrupting behaviors occur. When this happens it decreases the inappropriate behavior, makes the peer mentor feel good to help a friend, makes the child with autism feel good that they have a friend and improves the quality of the learning environment. The teacher will no longer have to stop a lesson to bring the autistic child back on task. The role of the Social worker has become essential in helping autistic children improve 10 social skills. The 10 social skills are listening to others, following steps, following rules, ignoring distractions, taking turns, asking for help, getting along with others, staying calm, taking responsibility for ones own behavior, and doing nice things for others. (Ostmeyer & Scarpa, 2012) These social skills can be improved through group sessions, one on one sessions, in the classroom, watching others preform the action, self-monitoring, and positive reinenforcement. As autism is becoming more prevalent in children so is the techniques used to help autistic children. The schools Social Workers role has changed to providing more services for autistic children, such as small social learning groups, classroom interventions, and one on one meeting.

AUTISM IN ELEMENTARY SCHOOL References McCurdy, E. E., & Cole, C. L. (2014). Use of a peer support intervention for promoting academic engagement of students with autism in general education settings. Journal Of Autism And Developmental Disorders, 44(4), 883-893. doi:10.1007/s10803-013-1941-5 Ostmeyer, K., & Scarpa, A. (2012). Examing School-Based Social Skills Program Needs And Barriers For Students With High Functioning Autism Spectrum Disorders Using Participatory Action Research. Pshychology in the Schools, Speaks, A. (2014). Autism Speaks . Retrieved from http://www.autismspeaks.org/what-autism