Stephanie M.

Manalastas NCMB 3111

Miguelito L. Leyba BSN3Y1-1

According to Bolourian, et al. (2019) Issued in 2004, the Individuals with Disabilities Education
Improvement Act (IDEA) mandated that educational programs for children with disabilities be
delivered in the least restrictive environment (LRE). Inherent to the definition of LRE is the
notion that a child with special needs should be educated in an environment containing same-
aged typically developing peers. Many school districts have implemented a full-inclusion policy
for young children with disabilities, including those receiving services for ASD, in order to
comply with this mandate. These policies are not without challenges. Indeed, students with ASD
have been documented to have the highest number of contested individualized education plans
(IEPs) and educational rights litigation. Nonetheless, some investigators have reported that the
only disability group making progress towards spending more time in general education was
students with ASD.
Source: https://www.intechopen.com/books/autism-spectrum-disorders-advances-at-the-end-of-
the-second-decade-of-the-21st-century/autism-in-the-classroom-educational-issues-across-the-
lifespan

According to Butterflyeffects (2020) while every child with autism presents with unique needs
and behaviors, it’s important for teachers to understand the general types of concerns they are
likely to encounter. And these are:
Cognitive Processing Delays- Processing delays should never be confused with intelligence.
Processing delays have little do to with the capacity to incorporate and evaluate observations and
ideas. Delays in the ability to process verbal or written language have a neurological basis. For
those individuals who suffer delays, facts, ideas, and questions are often delayed or even lost in
translation from language to thought and vice-versa. Processing issues are similar — at least in
result — to the way we might function when being spoken to in a foreign language with which
we have only a rudimentary understanding. While the native speaker chatters on, we are having
to translate the words into ones we understand and occupied as such, will miss much of what is
said.In a classroom, where children are expected to shoot up their hands in response to questions,
processing delays can present a seemingly impossible barrier with both learning and social
consequences. When the child with ASD is called on, the untrained teacher, rather than waiting
will elevate the child’s stress by repeating the question or expressing impatience, and when the
pressure becomes too much, the child will simply check out or respond with an inappropriate
behavior. If the child checks out one too many times, it will be a great challenge to reengage him
or her.
Sensory Perception Issues- Any of the senses can be involved. A child might be especially
sensitive to certain sounds, have a poor sense of balance and lack depth perception, and / or be
unable to tolerate certain tastes and textures of foods. Even the scratching of a pencil across a
piece of piece might set that child’s nerves on end in the same way that many of us are reduced
to quivering when a piece of chalk squeaks on a board.
Social Skill Deficits- Social skill deficits can make a student with autism, the odd child out.
Without training and sufficient mindfulness, even well-meaning teachers might slip into
intimidating and sometimes even bullying behavior with the child who is always lagging behind
and just odd. The schoolroom is the perfect setting to acquire and practice social skills. The
conscientious teacher can do much to help promote this and encourage the tolerance and
involvement of other students to help the child become socially fluid both in terms of emoting
his or her own feeling and state of being as well with interpreting the meaning and feeling
implied in the expressions, words, and actions of others.
Expression Challenges- For those children who possess the intellectual capacity to function in
the general class, speech and language skills can still present a number of obstacles. They may
have problems expressing their own emotions and feelings as well perceiving and knowing how
to respond to those of others. This can be as extreme as lacking the ability to recognize faces and
differentiate between different people, or as subtle as lacking the ability to appreciate and make
use of nuance and tone of voice when communicating. Overtime with the right and consistent
encouragement, they can be taught to moderate their speech and speak in ways that don’t make
them stick out from their peers. Rather than abandon certain pedantic speech, they can be placed
in situations where it may prove an asset such as in those field of learning like science, math, and
engineering where precision of language is critical.
Motor Skill Challenges- Motor skill challenges can present as an inability to master handwriting.
Forcing a child to do endless handwriting practice is never a good solution, yet this is the most
common approach for children with poor handwriting. What typically occurs with forced solo
practice is that the child’s bad habits are reinforced. With some children, handwriting issues are
best addressed by a trained occupational or behavioral therapist. Students with ASD may also
need more encouragement to participate in physical activities where motor coordination is
required (PE or recess). In this situation, it is important to reinforce any and all attempts by the
child to participate.

Source: https://butterflyeffects.com/advice-column/autism-in-the-classroom-overcoming-
challenges/

According to Applied Behavior Analysis or ABA (2020) children with autism may have average
or above-average intelligence, but autism can still affect learning in a number of ways. Some of
these learning difficulties can be effectively addressed, particularly with early interventions, and
in some cases, these learning difficulties are also accompanied by strengths unique to autistic
children. And that there are 5 ways Autism can affect learning, these are:
Narrow Focus- children with autism may be able to focus acutely on details but may lack the
ability to pull back and see the big picture. With a child, this might manifest in remembering the
details of a story shared but not the main idea of the story. They may struggle to summarize their
own or others’ ideas. One-way parents and educators might address this is by putting information
into a pattern to reveal the larger pattern of the information as a whole.
Language Development Issues- Struggles with language are one of the main ways’ autism affects
learning, and problems with language development and speech delays are often the first sign that
a child may have autism. The National Institute on Deafness and Other Communication
Disorders says that early intervention that takes into account a child’s interests is one of the most
effective ways to address language development issues. Parents and caregivers, as well as
specialists, may participate in helping children with autism who have language delays better
develop those language skills.
Poor Nonverbal Skills- Often people who cannot communicate verbally compensate with
nonverbal communication. Unfortunately, this may not be an option for some autistic children
who might also struggle with nonverbal communication. Actions such as eye contact and
gestures may be difficult for autistic children. However, as with language development, these
skills can also be developed, and in some cases, parents, caregivers and professionals may work
with children on developing them before verbal language issues are addressed. For some autistic
children, sign language may work as an alternative to verbalization.
Narrow Interests- Children with autism may be both focused and exceptionally skilled in certain
areas such as math or music. However, a narrow range of interests means it can be difficult to
engage them in other areas of learning. These narrow and intense interests may also manifest in
repetitive play or motions. Children may struggle to understand that others do not share the
intensity of their interests and may not realize that they are frustrating people by asking many
questions or talking about the interest extensively. However, it is possible to use these narrow
interests as a jumping off point for a variety of learning opportunities. Children can research their
particular interest and learn to manage how they communicate with others about it. This is also
an opportunity to expand an autistic child’s “big picture” skills by placing the interest in its
larger context.
Attention Issues- Paying attention can be a challenge for children with autism. They can be
easily distracted by stimulants that barely even register for people who are not autistic ranging
from the texture of their clothing to bright lights to sounds and more. They may also find it
difficult to focus on information that is outside their range of interest. However, parents,
caregivers and professionals can help autistic children develop their attention skills over time.
Communication issues, a narrow focus and struggles with attention can all present learning
challenges for autistic children. A better understanding of how autism can affect learning is an
important step toward addressing those difficulties.

Source: https://www.appliedbehavioranalysisprograms.com/lists/5-ways-autism-can-affect-
learning/