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In the recent years, there has been an increase with the diagnosis of autism spectrum disorders (ASD). As stated by the U.S. Centers for Disease Control and Prevention (2007), 1 in 150 children are said to be autistic and according to a lot of countries ASD is regarded as an outbreak. The problem with these numbers is the way to educate these kids affectively in the best academic environment. In 2005-2006 it was reported that 31 percent of autistic students were placed in general education classrooms and approximately 40 percent in separate courses, typically referred as behavioral aid classrooms (U.S. Department of Education, 2007). Characteristically, the student will be placed in an autistic support (AS) room since the overall education room isn't the least restricted environment for that child. Most children with acute and pervasive disabilities require a classroom which will begin at their unique skill levels. The kids will need to learn numerous and diverse behavior changes, probably different in every one of the instances which cumulatively, would allow every child to enter and benefit from the general program. To assign children with disabilities who don't possess those skills to the usual public school classroom would be to assign them to regression. (Baer, 2005, p.9) I was given the opportunity to experience how an autistic support class operates. Most importantly, I was able to see a few of the methods are that used on a daily basis. Throughout the 2009вЂ"2010 school year, I worked as a therapeutic staff service (TSS) at Mrs. FвЂ™s kindergarten directional support classroom. During the present school year (2010), I turned into a Blended Case Manager (BCM) where I was also given the chance to see Mrs. FвЂ™s classroom on a bi-weekly basis. Within the past year and a.