EDUC 3055 Inclusive Education

ASSESSMENT 2: Project

Diversity: Autism Spectrum Disorder

Mild to Moderate ASD

It is difficult to classify children within one ASD level as they are diagnosed by giving a separate ranking for their
social and behavioural difficulties, however children with mild MM ASD are likely to fit within level 1
(Raisingchildren.net.au 2019a). Level 1 indicates a need for some support (Raisingchildren.net.au 2019a). Children
with MM ASD are likely to be verbal and have use of sentence-level language but may have difficulty using language
functionally (Atchison & Dirette 2017, p. 35; Woolfolk & Margetts 2016, p. 203). They may have trouble recognising
and understanding social cues, making it difficult to form friendships (Atchison & Dirette 2017, p. 35). Accordingly,
they may be described as ‘odd’ by peers, prefer well-worn routines and show signs of sensory sensitivity (Atchison &
Dirette 2017, p. 35; Woolfolk & Margetts 2016, p. 204).

Critical Issues of Diversity and Accommodations (1200)

Many of the critical issues children with MM ASD may experience in the classroom stem from difficulties with social
communication and restrictive, repetitive behaviours. Accordingly, this report will explore the critical issues of
communication, routines, sensory sensitivity and peer acceptance. Accommodations to reduce these issues and
increase the inclusion of children with MM ASD in the classroom will be proposed. Notably, it is vital that educators
make accommodations for children with MM ASD so that they have equal opportunities like children without MM
ASD (Hyde, Carpenter & Conway 2014, p. 274).

Communication

Good communication skills are vital in establishing functional and reciprocal relationships (Lyons, Ford & Slee 2014,
p. 42; Sapon & Shevin 2010, p. 22). Consequently, there are several critical issues which may arise for students with
MM ASD that present difficulties with communication. One issue is that children with MM ASD may find it
challenging to interpret nonverbal social cues (Atchison & Dirette 2017, p. 28; Hyde, Carpenter and Conway 2014, p.
276). These can include difficulties interpreting facial expressions and body language, such as recognising someone is
frustrated when their fists are clenched (Atchison & Dirette 2017, p. 33; Raisingchildren.net.au 2019a).
Consequently, children with MM ASD may struggle to respond appropriately in social situations (Autism Spectrum
Australia 2019; Hyde, Carpenter & Conway 2014, p. 277). Similarly, they may have difficulties initiating conversations
or taking turns to talk (Atchison & Dirette 2017, p. 34; Hyde, Carpenter & Conway 2014, p. 286). To accommodate for
these deficits, educators should make sure they do not send mixed messages when using non-verbal gestures
(Amaze 2015, p. 4). Likewise, they may teach students appropriate ways of responding to peers and strategies for
initiating and maintaining conversations (Hyde, Carpenter & Conway 2014, p. 287). This can be done through social
stories that educators can read and discuss with students, or get students to role play (Hyde, Carpenter & Conway
2014, p. 289). Here, educators may also choose to utilise small groups, so the student does not become
overwhelmed by too many conversational participants (Hyde, Carpenter & Conway 2014, p. 287). Accordingly,

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Lewanna Hampel, Student ID: 110232121, Tutor: Jenny Panopoulos
educators may pair a child with MM ASD with peers who are good communicators and can supportively prompt the
student to participate (Hyde, Carpenter & Conway 2014, p. 287 & p. 289). This strategy is supported by a study which
found peers who prompt interactions with students with ASD can help increase the student’s interactions in many
environments, including the playground (Crosland & Dunlap 2012, p. 255). Additionally, teachers can plan their
schedules so students engage in group tasks when there is a Student Support Officer (SSO) in the classroom; the SSO
can work alongside the student with MM ASD and prompt them to engage appropriately in discussions (Crosland &
Dunlap 2012, p. 255; Hyde, Carpenter & Conway 2014, p. 287).

An additional communication issue is difficulties processing auditory information, including complex sentences
(Amaze 2015, p. 2; Atchison & Dirette 2017, p. 34). To accommodate for this, educators should allow time for
children with MM ASD to process verbal communication, such as time to process a question before responding
(Amaze 2015, p. 4; Hyde, Carpenter & Conway 2014, p. 287). Likewise, educators can use short, explicit instructions
to reduce the information a child must process (Amaze 2015, p. 2; Autism SA 2019; Hyde, Carpenter & Conway 2014,
p. 286). This can include breaking instructions into smaller steps, modelling instructions to increase understanding,
or displaying visuals with instructions, such as a pair of scissors with instructions to cut out a square (Amaze 2015, p.
4; Hyde, Carpenter & Conway 2014, p. 287). Additionally, educators can check a child’s understanding by asking
them to repeat the instructions in their own words (Amaze 2015, p. 4; Hyde, Carpenter & Conway 2014, p. 287).

Routines

Many children with ASD display repetitive behaviours, including a preference for structured routines as they provide
stability and security (Amaze 2015, p. 2; Atchison & Dirette 2017, p. 34; Hyde, Carpenter & Conway 2014, p. 276).
This may include regularity in daily routines, or abnormal routines such as lining up their stationary each morning
(Atchison & Dirette 2017, p. 34; Woolfolk & Margetts 2016, p. 204). Children with MM ASD who display routine
preferences can experience some discomfort to routine variations, however they may also experience extreme
reactions such as an anxiety attack (Ashman & Elkins 2005, p. 174; Woolfolk & Margetts 2016, p. 204). To
accommodate for these students, educators can incorporate visual schedules which they can refer to throughout the
day (Amaze 2015, p. 3; Crosland & Dunlap 2012, p. 255). These daily schedules could include either a visual and
textual component displayed on the whiteboard for all students to refer to, or a smaller version on the student’s
desk (Amaze 2015, p. 3; Autism SA 2019; Crosland & Dunlap 2012, p. 260). Likewise, educators may involve the
student in creating their own timetable to increase its familiarity and ensure they understand it, including selecting
the visuals (Hyde, Carpenter & Conway 2014, p. 291). To support a student with MM ASD through unexpected
routine changes, educators should inform the student of the change prior to its occurrence so they have time to
process it (Amaze 2015, p. 2; Autism SA 2019). For example, informing a child privately when they arrive at school
that today’s reading lesson will be in the library, not the classroom. If the change is last minute, educators should still
try to inform the child privately so they can provide one-on-one support, or send them somewhere quiet to process
the change, such as a classroom ‘chill out’ space. Interestingly, Amaze (2015, p. 2) suggests educators plan small
routine changes to help students with MM ASD become more flexible.

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Lewanna Hampel, Student ID: 110232121, Tutor: Jenny Panopoulos
Sensory Sensitivities

Individuals with ASD often display unusual sensory sensitivities in one or many sensory areas (Autism Spectrum
Australia 2019; Ashman & Elkins 2005, p. 174). These sensitivities can include over-sensitivity, such as becoming
overwhelmed in a crowd, and under-sensitivity, such as not reacting to an injury (Atchison & Dirette 2017, p. 37;
Hyde, Carpenter & Conway 2014, p. 276). Moreover, sensitivities can include unusual responses to light, textures,
smells and noise, which may cause children to experience stress, anxiety and inappropriate behaviours (Hyde,
Carpenter & Conway 2014, p. 276 & p. 290; Woolfolk & Margetts 2016, p. 204). For a child with MM ASD that has
challenges with over-sensitivity, two critical issues in the classroom may be noise and visual input.

Noise sensitivities can include reactions to unexpected, loud noises, such as a class bell, responses to intense, long
lasting noises, such as transition chatter, or difficulties concentrating with too much background noise (Amaze 2015;
Atchison & Dirette 2017, p. 28; Hyde, Carpenter & Conway 2014, p. 290; National Autistic Society 2018). To
accommodate for noise sensitivities, educators can display and refer to a noise chart to ensure student noise levels
are appropriate, for example quiet whispering during paired work. When moving into a noisy environment, when
using a noisy attention strategy, or during transitions, educators may pre-warn the student so that they can prepare
(National Autistic Society 2018). For example, privately talking to them before heading to an assembly. Similarly,
educators may source noise cancelling headphones for the student, pre-warning them to use them when necessary
(Amaze 2015, p. 3; Raisingchildren.net.au 2019b). Additionally, rather than using a bell, educators can use a quiet
attention-grabbing strategy, such as stating ‘hands on heads’; students observe peers placing their hands on their
heads and copy.

Within the classroom students may also become overwhelmed by visual stimuli, including wall and hanging displays,
or overcrowded workspaces (Amaze 2015, p. 3). To accommodate for this, educators can simplify the classroom
environment; removing unnecessary displays and materials, reducing overly bright colours and decluttering student
desks by utilising student trays (Amaze 2015, p. 3; Autism SA 2019). Educators can also strategically seat a child with
MM ASD so that their view is less visually stimulating, such as the front of the classroom. This may enable the
educator to still display class work on the back wall without distracting the child.

Peer Acceptance

An additional critical issue for children with MM ASD includes challenges being accepted by peers. These challenges
are attributed to the communication deficits children with MM ASD may have that affect their abilities to
communicate with peers (Autism Spectrum Australia 2019). Likewise, they may show reduced interests in forming
and maintaining same-age peer relationships; they prefer the company of adults who don’t require them to engage
in play experiences they do not understand (Atchison & Dirette 2017, pp. 33-34; Hyde, Carpenter & Conway 2014, p.
276 & p. 285; Raisingchildren.net.au 2019a). Because of these challenges, children with MM ASD are vulnerable and
may be rejected by their peers, or become victims of bullying (Hyde, Carpenter & Conway 2014, p. 278). Thus, it is
extremely important that educators make accommodations to help children with MM ASD be accepted by their
peers to support their participation in social experiences that will increase their communication skills (Atchison &
Dirette 2017, p. 28). This need is further supported by Berk (2013, p. 619), who suggests children who are rejected

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Lewanna Hampel, Student ID: 110232121, Tutor: Jenny Panopoulos
by peers often become anxious, unhappy and have low self-esteem. To increase peer acceptance of students with
MM ASD in an upper primary classroom, teachers may educate their class on the student’s condition. This could
include using children’s literature, such as ‘A different kind of brilliant’ by Louise Cummins (2019), or having a class
discussion about acceptance. Notably, this strategy should only be used if permission from the student’s caregivers is
granted, and while the student is not there so they do not feel uncomfortable (Amaze 2015, p. 1). In lower grades,
peer acceptance may be promoted through a whole class focus on friendship, including role playing what supportive
friendships looks like (Amaze 2015, p. 5). Additionally, educators can critically select who a child with MM ASD will sit
next to; selecting a student who is more likely to accept and engage with the student (Amaze 205, p. 3).

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Lewanna Hampel, Student ID: 110232121, Tutor: Jenny Panopoulos
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Lewanna Hampel, Student ID: 110232121, Tutor: Jenny Panopoulos