Autism in the Classroom

Group L: Amanda Massey, Sara Blaut, Christina Bridges, Ashley Lockett, Heather Holland, Michelle Heyer

Dr. Bell

Fall 2011

Demographics

School Name: Loving Elementary School

Class room of 30 students 17 boys

13 girls

Socio-economic Status: Lower to Middle Class

Racial Demographics: 10 Caucasians

5 Asian

12 African American

3 Hispanic

Case Study

Emily is struggling in her 5th grade classes. She often fidgets during class, moving around constantly in her seat. Her movement is disturbing other students. She rocks back and forth, and sometimes displays other tics. The teacher, Mrs. Thrower, has talked to Emily numerous times about trying to sit still. Emily seems to learn better when she can move around freely. During a parent-teacher conference her mother suggests that Emily be allowed to stand in the back of the room to aid her learning. Mrs. Thrower agreed to let Emily stand up and move around in the back of the class on a trial basis. It significantly improved Emily’s attention and class grades but sometimes disturbs other students.

Stakeholders

Emily – An autistic child who has special needs in the classroom to help her learning process.

Other students in her class – Emily’s classmates who are understanding of her situation but are affected negatively sometimes by her movements.

Mrs. Thrower- Emily’s teacher who is trying to enhance all of her students learning process.

Emily’s mother – who is trying to help her daughter succeed.

Ethical Questions

How will Emily be accommodated without ignoring the feelings of the rest of the students?

In accommodating both Emily and her peers, what is the best seating arrangement for Emily?

How can Emily partake in actions that help her learn without being the center of attention?

Possible Solutions Make the students aware of the situation. Talk about Autism and the

effects it may have, and why it is important for the student to be able to be given frequent opportunities to get up and move around (“Suggested Classroom Interventions…”, n.d.). Allow others to share what helps them learn better, too.

Position the child’s desk near the teacher, not in a group, facing the board (MacKinnon, 2008). There should be enough room for movement and somewhere that she can see the doors without turning around (MacKinnon, 2008). The student can be a distraction to others and may feel threatened if someone walks too close to their desk or has an adjoining desk (MacKinnon, 2008). If it is possible, the desk would be side up against a wall. Also, do not alternate this seating (MacKinnon, 2008).

Allow there to be opportunities for every one to get up and move . Role play/model situations (so students can see instead of just being told) (“Strategies for Teachers”, n.d.). There is even the idea of matching the student’s work time to their performance time.  If they are able to attend a task for approximately 15 minutes, have that much work for them to do (“Strategies for Teachers”, n.d.). You can also possibly schedule in down time; maybe a 2 minute restroom break. Make sure it is apart of the everyday schedule.

Reference Page

Suggested Classroom Interventions For Children With ADD & Learning Disabilities. (n.d.). In Child Development Institute. Retrieved November 27, 2011, from http://childdevelopmentinfo.com/learning/teacher.shtml

MacKinnon, M. (2008, November 15). Management of the Autistic Child in the Classroom. In Wyrte Stuff. Retrieved November 27, 2011, from http://mmackinnon.wrytestuff.com/swa398050.htm

Strategies for Teachers Working with Students with Autism Spectrum Disorder. (n.d.). In Special Education Services. Retrieved November 27, 2011, from http://www.specialed.us/autism/05/strategies.htm