Discussion
Many of those having autism do not perceive the condition as a problem at all. According to Breakey (2014), this is true even amongst those who have internalized autism, and have better understanding of the condition. As the author further points out, many autistic students have in the past told her in no uncertain terms that “they do not have problems; other people seem to have problems with them” (Breakey, 2014). I am in agreement with the author to the effect that I could conclude that autism is perhaps not the problem – how we relate with those who have the condition, as well as the environment we set them up in is actually the problem. This is more so the case given that those with autism at this level of education receive instruction in a general education setting.
In what ways can you apply the content to your direct instruction?
Students with autism, in essence, learn better through visuals. They tend to think better in pictures and not necessarily in language. I would make adaptations or the relevant modifications to the learning content to accommodate this fact. The said adaptations could range from the incorporation of labels to the adoption of charts and other visuals in...
References
Breakey, Christine. The Autism Spectrum and Further Education: A Guide to Good Practice. Philadelphia, PA: Jessica Kingsley Publishers, 2006. Print.
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