This document analyzes the myth that students with autism cannot be educated in general classrooms. It discusses how this myth stems from a misunderstanding of autism characteristics but is debunked by research showing inclusion benefits these students and their peers. Strategies like social stories, the pyramid model, and student-directed learning help inclusion by addressing autism traits. While students with autism often spend less than 80% of time in general classes, inclusion promotes acceptance when teachers receive proper training and support. Separating students further stigmatizes autism despite evidence that inclusion, with supports, allows students on the spectrum to thrive academically and socially.
2. Introduction to Topic
WE WILL BE ANALYZING AND BUSTING THE
MYTH THAT STUDENTS WITH AUTISM
CANNOT BE EDUCATED IN THE SAME
CLASSROOM AS THEIR NON-AUTISTIC
PEERS. IN DOING THIS, WE WILL IDENTIFY
WHERE THIS MYTH COMES FROM AND GO
OVER RESEARCH THAT USES EVIDENCE TO
DEBUNK THIS CLAIM.
3. The Myth
There are many myths that exists related to individuals with autism, which is a developmental disability
resulting in and characterized by persistent impairments in social interactions and communications, and
stereotyped or repetitive movements, including inflexibility in routines or patterns (Turnbull et al., 2020, p
308).
The myth I will be busting today is the one that exists about students with autism and how students with
autism should be educated alone. Many believe that including students with autism into general education
is harmful due to the impact it has on them and other students. Many believe that educating students with
autism inside of general education classes is harmful to them because they can easily become
overstimulated and cause a scene which will take away from the learning experience from other students.
This is a myth because there is a lot of research-based evidence reason why this is untrue and why
educating students with autism in general education classes is especially beneficial to their learning and
promoting acceptance and respect amongst their peers.
4. Why this Myth Exists
• This myth exists because of some of the characteristics of autism that include but are not
limited to: social-communication impairments (social-emotional reciprocity, nonverbal
communication, maintaining relationships, etc.), repetitive behaviors, restrictive behaviors
and interests, atypical behaviors, problem behaviors (self-injurious behavior, aggression,
etc.) (Turnbull et al., 2020, p 310-312). The reasons surrounding this myth relate to these
characteristics because these characteristics are seen as undesirable and not conducive
to a functioning classroom. It is draped in a way to sound good for students with autism,
saying that they are getting a better education being isolated in separate classrooms. This
is a way of deficit thinking and there is plentiful research stating that this is inaccurate.
• Additionally, it is believed that other students in a general education classroom may be
distracted by these behaviors and do worse. It is also believed that general education
teachers can be unprepared to tach a student with autism, so students with autism should
be confined to special education classrooms.
5. Why this is inaccurate
According to Turnbull et al., (2021), "only 40 percent of students with autism spend more than 80
percent of their time inside general education classrooms,” (p 320). However, there is a lot of
research supporting the fact that students with autism benefit from inclusion in general education
classrooms. Inclusion in a general classroom is a positive option for children with autism.
Inclusion has often been a highly debated topic, and if schools are prepared students with
autism should be able to be in inclusive settings. Most students on the autism spectrum are
included within general classrooms, because they have the right to be taught in an inclusive
classroom (Andre et al., 2019, as cited in, Beghin 2021). Inclusion can benefit all children,
including peers within the classroom. Inclusion of students with autism in the general classroom
can minimize stigma against autism while students learn how to communicate appropriately with
one another. Having a student with autism in a general classroom also reduces negativity
associated with autism, and children will learn how to work with one another. Inclusive
classroom settings teach students to build relationships with all peers.
6. Why this is inaccurate (continued)
According to Beghin (2021) “Inclusion of students with autism in the general classroom can minimize stigma against
autism while students learn how to communicate appropriately with one another. Having a student with autism in a
general classroom also reduces negativity associated with autism, and children will learn how to work with one
another,” (p 12) .
Children with autism should always have access to general education not only for themselves, but for the benefit of
other peers. A classroom that promotes respect, patience, and equitable learning is highly beneficial. Peers that
witness inclusion of autistic peers tend to have less stereotyped views of people with disabilities. It also provides
valuable academic resources and social learning opportunities” (Ge & Zhang, 2019, p. 1, as cited in, Beghin, 2021, p
13) This encourages all students to learn the same curricular outcomes while also learning from their peers in the form
of group work.
When it comes to teachers, any teacher can be successful in educating a student with autism with the right tools.
When teachers communicate effectively with families, implement learning practices that incorporate areas of their
interest, and have formal training in educating students with autism, they can promote inclusion in the classroom
(Beghin 2021). ) Teachers have stated that receiving training and information is crucial for understanding how to
include students with autism into their classrooms (Rattaz et al., 2019, as cited in, Beghin, 2021, p 15 ).
7. Why this myth is harmful
• This myth is exceptionally harmful because it places a stigma around
students with autism. Separating students with autism from their peers
places the ideology that there is something wrong with them and they
need to be separated, and this is just not true! Students with autism,
when given the scaffolding they need from caring and competent
educators, can thrive in a general education classroom. Students with
autism can be taught to their interests and abilities when in an inclusive
classroom, because that may create more success for that child.
Students with autism have a right to be within an inclusive learning
environment in general classrooms.
8. How are students with autism typically
educated
• Students with Autism are typically taught in a inclusive model, however
they do not spend as much time in general education classrooms as they
need to be. "Research-based strategies are effective in educating students
with autism. Just as positive behavior supports are important in elementary,
middle, and high school, so, too, are such supports important in preschool
and early childhood programs. That is so in part because preschool
children are suspended from early childhood programs at a rate 3 times
higher than students in K–12 education,” (Turnbull et al., 2020, p 328).
Turnbull et al. also outlines three strategies that help students based on
research. These strategies will be discussed in the next few slides.
9. What can we do based on research
• The Pyramid Model: This is a model boasts an evidence-based PBS
model for implementation in preschool and early childhood. This early
intervention is proven to improve a students’ social skills and reduces
challenging and problem behaviors. The Pyramid Model is dedicated to
improving social and emotional learning for young children and is also
centered around involvement with families, (Turnbull et al., 2020, p 328).
• Social Stories: These stories are written by educators, parents, or
students to provide a scenario that will assist students with autism to
navigate what might be difficult transitions. These Social Stories are aimed
to identify these difficult things and are set up to help students learn to
work through their emotions and rehearse the situation before it occurs.
Social stories have a positive effect on reducing a student’s inappropriate
skills and helping them develop more self-regulating skills, (Turnbull et al.,
2020, p 328).
10. What we can do based on research
(continued)
• Student-directed learning strategies: “Student-directed learning
strategies teach students with and without disabilities to modify and
regulate their own learning. Several are particularly important for students
with autism, including self-instruction, self-scheduling, self-modeling, and
self-monitoring strategies. Self-instruction strategies involve teaching
students to use their verbal or other communication skills to direct their
learning. Self-scheduling involves the self-regulation of one’s schedule,
rather than relying on someone else to regulate the activities of the day,”
(Turnbull et al., 2020, p 328).
11. Final Thoughts
• My final thoughts about this is that the myth about students with
autism being unable to learn in general education classrooms is
based in discrimination and a misunderstanding of how to work with
the characteristics of autism. The inclusion of students with autism is
also beneficial for other peers in the classroom, promoting a less
stigmatized environment and a better acceptance for those without
disabilities. Along with this, when teachers are provided with
appropriate training they can be just as well equipped as special
needs teachers to teach students with autism. There are many
reasons based on evidence and research that debunk this claim.
Some of the practices that help inclusion include the pyramid model,
social stories, and student-directed strategies.
12. References
BEGHIN, H. (2021). THE BENEFITS OF INCLUSION FOR STUDENTS ON THE AUTISM SPECTRUM. BU
JOURNAL OF GRADUATE STUDIES IN EDUCATION, 13(2), 2021.
HTTPS://FILES.ERIC.ED.GOV/FULLTEXT/EJ1304391.PDF
TURNBULL, A. P. (2020). EXCEPTIONAL LIVES : PRACTICE, PROGRESS, & DIGNITY IN TODAY’S
SCHOOLS (9TH ED.). PEARSON EDUCATION, INC.
Notas do Editor
Introduce the title, my name, course
Read the full slide, no need to summarize here
Summarize what exactly autism is, then points about the where this myth has come from (“The myth I will be busting today is the one that exists about students with autism and how students with autism should be educated alone. Many believe that educating students with autism inside of general education classes is harmful to them because they can easily become overstimulated and cause a scene which will take away from the learning experience from other students.
This is a myth because there is a lot of research-based evidence reason why this is untrue and why educating students with autism in general education classes is especially beneficial to their learning and promoting acceptance and respect amongst their peers.
Explain characteristics of autism (social-communication impairments, repetitive behaviors, restrictive behaviors and interests, atypical behavior, and problem behaviors) The reasons surrounding this myth relate to these characteristics because these characteristics are seen as undesirable and not conducive to a functioning classroom. It is draped in a way to sound good for students with autism, saying that they are getting a better education being isolated in separate classrooms. This is a way of deficit thinking and there is plentiful research stating that this is inaccurate.
This is inaccurate because most students on the autism spectrum are included within general classrooms, because they have the right to be taught in an inclusive classroom. Inclusion can benefit all children, including peers within the classroom. Inclusion of students with autism in the general classroom can minimize stigma against autism while students learn how to communicate appropriately with one another. Having a student with autism in a general classroom also reduces negativity associated with autism, and children will learn how to work with one another. Inclusive classroom settings teach students to build relationships with all peers.
There is also plentiful evidence suggesting that teaching students with autism in a general education classroom can be beneficial to other students. One study stated Peers that witness inclusion of autistic peers tend to have less stereotyped views of people with disabilities. It also provides valuable academic resources and social learning opportunities” This encourages all students to learn the same curricular outcomes while also learning from their peers in the form of group work. Along with this, when teachers receive formal training they feel better equipped to take on a student with autism in their classroom and find it promotes a greater sense of inclusion.
Students with Autism are typically taught in a inclusive model, however they do not spend as much time in general education classrooms as they need to be. Turnbull et al outlines three strategies to promote inclusion of students with autism in general education which will be discussed in the next two slides.
The Pyramid Model: This is a model boasts an evidence-based PBS model for implementation in preschool and early childhood. It Model is dedicated to improving social and emotional learning for young children and is also centered around involvement with families.
Social Stories: These stories are written by educators, parents, or students to provide a scenario that will assist students with autism to navigate what might be difficult transitions. These Social Stories are aimed to identify these difficult things and are set up to help students learn to work through their emotions and rehearse the situation before it occurs. Social stories have been proven to have a positive impact on students with autism.
Student-directed learning strategies: “Student-directed learning strategies teach students with and without disabilities to modify and regulate their own learning. . Self-instruction strategies involve teaching students to use their verbal or other communication skills to direct their learning. Self-scheduling involves the self-regulation of one’s schedule, rather than relying on someone else to regulate the activities of the day.
Read final thoughts full slide, emphasize key points.
