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Like other children with autism, Daniel would not understand the activities of the day without his schedule book. When events change and the day does not correspond to his schedule, Daniel may lose control and throw a tantrum. He requires the support of an educational assistant every minute of the school day. In the past–indeed, less than ten years ago–children like Daniel were rarely placed in mainstream classrooms to learn alongside their nondisabled peers. The Autism Education Trust (AET) was launched in November 2007. AET is dedicated to co-ordinating and improving education support and good practice for all children on the autism spectrum in England. This page contains good. Community Coaching Annex; In The Community; Funding; Discovery Link; Volunteer & Peer Pals Program; Autism Inclusion Training; Inclusion Baseball. Welcome to Include Autism! 6 Inclusion strategies for students with autism spectrum disorders. Establishing a strong partnership between home and school is essential to making the inclusion of students with ASD successful. News Check out the latest. National Inclusion Project. National Inclusion Project. Autism Pensacola hosted National Inclusion Project director of programs Aron Hall in a one-day Community Inclusion training event that. Children with autism and other severe disabilities were more likely to be found in separate classrooms with other children with disabilities, if not in a different school altogether. Daniel’s presence in a regular classroom, with the help of an educational aide, is the result of the “inclusion” movement among advocates for the disabled. The idea behind inclusion is that every child should be an equally valued member of the school culture. Children with disabilities benefit from learning in a regular classroom, while their peers benefit from being exposed to children with a diversity of talents and temperaments. As a result of evolving legislation and educational initiatives, today more than 9. As of 2. 00. 0- 0. These numbers have even greater significance for students with autism. Autism is the fastest- growing disability in the country. Department of Education statistics show the number of children diagnosed with autism being served under the Individuals with Disabilities Education Act growing more than fivefold during the 1. Figure 1). The California Department of Developmental Services estimates that the number of diagnosed cases in that state grew 2. What accounts for the increase in autism? In the past, autism was considered an extremely rare condition. Children and adults who demonstrated characteristics similar to what we now call autism were often labeled as emotionally or behaviorally disturbed, or cognitively disabled. Most lived in institutions when they became too difficult to manage at home. Many factors are cited for the increase in autism, including better diagnostic procedures; heightened awareness of the syndrome, leading to more accurate assessments; exposure to environmental toxins; reactions to childhood vaccinations; and a genuine increase in the condition’s prevalence. As statistics on autism continue to rise, so does its impact on public schools (see Figure 2). Inclusion forces regular- classroom teachers to face challenges for which they were never properly trained. It demands a higher degree of coordination and planning among regular and special- education teachers, yet few school systems allot the time and resources to promote these exchanges. Many teachers worry that they are shortchanging their other students when they must cope with the meltdowns of a student like Daniel or must modify a lesson to reach students with learning disabilities. Disagreement remains over whether disabled students actually benefit from inclusive classrooms. The increase in the number of students with disabilities being schooled in mainstream classrooms has happened almost imperceptibly; teachers whisper their concerns for fear of seeming coldhearted. How did this quiet revolution come about, and what must be done to make it work? The Press for Civil Rights. After a dark history of excluding students with disabilities from regular public schools, Congress in 1. Education for All Handicapped Children Act, guaranteeing all children, regardless of disability, the right to a “free and appropriate public education” in the “least restrictive environment.” The “special education” law, as it came to be known, is a civil- rights statute. As such, it enables students with disabilities and their parents or guardians to be deeply involved in the design of their educational program. Parents who disagree with school officials over how their children’s needs will be met can take their grievances through a process of mediation and, if necessary, to the courts. Over time, key court decisions, as well as later revisions to the federal law and regulations issued by federal agencies, have spelled out the rights of students and the obligations of school districts. For most of the short history of special education, the common practice was to pull children with disabilities out of regular classrooms for some or even all of the school day. In what is called a “resource room,” they would receive instruction from teachers trained to modify their instructional techniques depending on the nature of the child’s disability. It seemed more efficient to provide specialized instruction in separate classrooms, where children with disabilities could receive individualized attention without having to alter the mainstream curriculum that their peers received. However, the pull- out approach met with increasing criticism over the years. In 1. 98. 6, Madeleine Will, then the assistant secretary of the U. S. Office of Special Education and Rehabilitation Services, proposed that greater efforts be made to educate children with mild or moderate disabilities in regular classrooms. Will felt that regular classroom teachers would not need to change their teaching methods drastically; accommodations or adaptations to the regular curriculum could reasonably be made. This concept, which provided a foundation for the inclusive classroom, was termed the Regular Education Initiative. During the past decade or so, students with mild disabilities have largely been included in the regular classroom, with their assignments modified to ensure their participation at some level. However, children with severe disabilities, like autism, continued to receive the major part of their education in separate classrooms, sometimes joining their classmates for art, music, or physical education, depending on the attitudes of the teachers and the severity of the child’s disability. In 1. 99. 7, the reauthorization of the federal special- education law, now renamed the Individuals with Disabilities Education Act, or IDEA, affirmed the federal commitment to inclusion. IDEA required that children with disabilities be educated “to the maximum extent possible” in the “least restrictive environment.” While the word “inclusion” cannot be found in the text of IDEA, the law reflected a set of beliefs and aspirations signaling that the “least restrictive environment” is the general- education classroom–for all children, regardless of disability. The individual needs of each child with a disability must be considered when the individual education plan (IEP) is written, and the IEP team needs to consider the general classroom as the starting point. If the child’s needs cannot be met there, a full explanation must be provided in the IEP, a legal document. Proponents of “full inclusion,” a stronger view of the law, consider placement in the general- education classroom as the only point. Advocates of full inclusion believe that all services needed by children should be provided in the general- education classroom. Congress is currently debating another reauthorization of IDEA, but no major changes to the inclusion mandates are being considered. Of all the public education initiatives over the past decade, inclusion may be the most value- laden and belief- driven. It has challenged and changed basic assumptions and practice. Regular- classroom teachers are now being asked to plan for a wider range of needs and abilities among their students. Responsibility for the education of children with disabilities is supposed to be shared between regular and special- education teachers, and teachers are increasingly working in teams rather than running their own classrooms. Many more specialists are working with children–in classrooms that once were the almost private domains of individual teachers. The reality is that teachers who were never trained to deal with children like Daniel are being told that they must comply or leave. To many teachers it is. Classroom Challenges. In many ways, inclusion is a noble endeavor. Proponents of inclusion rightly stress the importance of all children, their value as members of the human community, and their right to belong and to be included, no matter what their individual differences and abilities may be. 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