Creating Inclusive Environments for Children with Autism
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Although the prevalence rate of Autism Spectrum Disorders (ASD) varies, recent figures suggest that close to 1% of children (Autism Society Canada, 2009; CDC, 2006) are identified with ASD. With inclusive philosophies paving the way for education in mainstream classrooms, attention must be given to equitable opportunities and practices for this growing population in our school systems The research on inclusion and children with ASD is fairly limited; however, it has shown that in some regions at least, these students are excluded from school at a "significantly higher rate than students with other [special education needs]" (Humphrey & Lewis, 2008, p. 132). Children with ASD are "considered more difficult to include effectively than those with other SEN" (Humphrey & Lewis, 2008, p. 133). While there is much diversity with respect to strengths, abilities, functional levels and challenges among children with ASD, a core set of universal concerns exist. Some of these include sensory responsiveness, communication, and socialization. This chapter will focus on creating a sensory responsive environment, developing effective verbal and/or non-verbal communication, and fostering genuine relationships. Using the three main principles of Universal Design for Learning (UDL) as an overarching assumption, this chapter will explore how educators can provide effective opportunities for multiple means of representation, expression, and engagement to address common areas of need (CAST, 2011; Hehir, 2009). By following these principles, an educator is able to create a community that welcomes all while addressing students' specific needs. Many educators have been overwhelmed with the past practice of individualization in isolation, a task that left many students alone and disconnected from their peers. The current practices of differentiation and universal design for learning enable educators to plan for their students in such a way that all are integral, contributing, valued members of the learning community. This chapter provides a synthesis of current research on evidence-based classroom interventions and accommodations for learners with ASD in inclusive settings, at all age levels, with respect to sensory environments, assisted communication, and facilitation of social relationships. Emphasis is placed on accommodations that meet UDL requirements. A comprehensive search of the Education Resources Information Center (ERIC) database was conducted using keywords for, and related to, autism, universal design for learning and www.intechopen.com Autism Spectrum Disorders -From Genes to Environment 214 sensory, communication, and social skills interventions. Empirical research was reviewed, as well as qualitative studies and narratives. Manual searches of the reference lists were conducted to identify additional sources.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it