Inclusion of Children with Autism
The inclusion of children with learning disabilities into normal classrooms has proved to exhibit both positive and negative effects on children with and without disabilities.
However, the negative aspects of inclusion have not proven a strong enough point in that the good, which comes from this experience, severely outweighs any doubt of its success. Inclusion of autistic children has shown to be beneficial due to the notion that these 'disabled kids' can attend 'normal' classes with their non-learning disabled peers. By allowing all kids to feel 'normal' we, as a society, stand a chance of making prejudice which we associate the disabled under, cease to exist.
Autism is a rare disorder that primarily affects the nervous system and psychic emotion system. It causes the abnormality or incapability to complete, on the normal level, skills in language, sensory, communicative, and social perspectives. Depending on the individual's severity, the disability can manifest itself in a very wide range of symptoms. One of the universal symptoms is an infatuation with inanimate objects or objects that spin. Although the disorder encompasses many different symptoms and effects, it is very common for children with autism to develop other disorders throughout their development. In many cases, children will develop hyperactivity, obsessive-compulsive disorder, and/or Tourette's syndrome. Autism is still a disorder that is under continuous study by many people in an attempt to determine exactly how the brain is being affected. The disorder is not a form of retardation, although some children with the disorder are born with mental retardation. Even though autistic children lack the normal skills in some areas, it is not uncommon for them to make up for their primary weaknesses in other regions of the brain, which are referred to as supercharged areas. The phenomenon of the ?supercharged areas,? allows children with autistic disorder to immensely exceed the standard level of achievement in one specific area. For example, an autistic child who lacks the ability to speak clearly or coherently lacks normal functioning in the left side of the brain, or the frontal lobe. However, other supercharged areas may activate the memory, allowing the child the ability to memorize massive amounts of information in a very short period of time (Boyles & Contadino 272).
Inclusion is a program that has been in effect for many years, yet has not become standard procedure in all public schools. The program ?inclusion as the name implies, means all students with disabilities, regardless of the nature or severity of the disability and need for special services, receive their total education within the regular education classroom? (Haller 167). Inclusion is an involved program that has taken time to establish in the most beneficial manner, however the Individuals with Disabilities Education Act (IDEA) has helped in the formation...