Reflective practice is an important process for pre-service teachers to undertake as this

practice provides us the opportunity to consider alternative practices and the effectiveness of
these practices (Loughran, 2002) During my previous professional experience as a preservice teacher, in main stream classes, I worked with a number of students with ASD and
felt the need to understand these students and how best as a teacher I could help these
students to learn and function within the classroom. As Koegel, Koegel, Frea and GreenHopkins (2003) remind us of the importance of teacher and classroom support in the
implementation of research based interventions so on- going teacher training should be
provided. As a pre-service teacher I have seen the need to avail myself of training provided
through this course. The importance looking to professional standards for teachers such as 1.1
Know students and how they learn: Physical, social and intellectual development and
characteristics of students and 1.6 Strategies to support full participation of students with
disability, also informs me of the need to reflect on what I know and what needs to be
improved in my understanding of ASD and the relevant interventions for support of students
in an inclusive setting (Australian Institute for Teaching and School Leadership (AITSL),
2014, standard 1).
On reflection one of the most prominent ideas that I have gained through my engagement
with the course materials and the research that I have conducted is that individuals with ASD
vary in their behaviours and expression of ASD traits. Whether it is sensory overstimulation
that causes behavioural disruptions, academic uncertainty which causes anxiety or students
are unable to understand social cues, I will need to consider what will work best for the
individual student. Strategies should not just target behaviours but consideration of the
underlying issues needs to take place. For this reason environmental supports such as visual
cues can be used to support the students with ASD. Students with ASD are quite often visual
learners and will often respond to visual cues rather than just listening to instructions

(Rogers, 2013). This has been a revelation to me and will inform my future teaching practices
as I intend to include visual schedules within my classroom as this can help all students to
have a supportive predictable environment.
As a parent with a child with ASD, I saw first-hand how tapping into a childs interest can
help in their development of social skills and help them to improve academically. During this
course I have seen how the use of a students special interest can be a powerful motivator
either to regulate behaviour or stimulate learning.
The need for parents involvement in their childs intervention processes, so that outcomes
can be maximized, is something that has resonated with me as I have researched for this
assignment. I therefore intend in my future teaching practice to take the time to understand
the students background by communicating with the parents as well as discuss possible
interventions and consider suggestions made by parents as they usually know their children
and can provide valuable insights.
During my university studies I have learnt the value of reflecting on feedback that I have
received either from my makers or mentors. On reflection of the feedback that I received
from my last assessment, At times you could have expanded your thoughts in the reflection
as it is evident that you dont understand some concepts, I have been seeking to deepen my
understand of ASD as well as consider evidence based practices (Marker, personal
communication, September, 21, 2015). Considering appropriate evidence based practices
will need to inform my teaching practice into the future so I will need to continue with
ongoing training and researching to meet my students needs.

In conclusion this course and subsequent research for this assignment has informed me as a
future educator of the need to consider each individual student with ASD to find the best
intervention for their particular needs. Most individuals with ASD prefer a predictable
environment and respond well to visual cues particularly if they include the students special
interest area. Where possible parents and the individual should be involved in the process of
organising the various interventions. This can include the student writing their own social
stories or the parents involvement in a joint project with the teacher. As a future teacher I
intend to continue to stay informed of the evidence based practices that are available for
students with ASD.