Creating an Inclusive Climate for Students on the Autism Spectrum
Presentation Abstract
The topic of proper inclusion and the results of lack of inclusion of students on the autism spectrum is a broad topic with many nuances and factors that influence policies and decisions of placement of students on the autism spectrum in the public system. Studies indicated that administrators are responsible for making decisions concerning placement of students on the autism spectrum and often do so with little knowledge or understanding of the autism spectrum. A result of exclusion or lack of proper social inclusion can cause detrimental academic and mental consequences to the student on the spectrum. The process of identifying a student on the spectrum who needs services is often an arduous process that leads to conflict, which affects the climate, or atmosphere where the student must learn. Having a better understanding of autism, building a collaborative atmosphere among IEP members, and reducing conflict among members, would benefit the social and academic inclusion of students on the autism spectrum.
Recommended Citation
Holmes, Stephanie C., "Creating an Inclusive Climate for Students on the Autism Spectrum" (2018). Georgia Association for Positive Behavior Support Conference. 90.
https://digitalcommons.georgiasouthern.edu/gapbs/2018/2018/90
Creating an Inclusive Climate for Students on the Autism Spectrum
The topic of proper inclusion and the results of lack of inclusion of students on the autism spectrum is a broad topic with many nuances and factors that influence policies and decisions of placement of students on the autism spectrum in the public system. Studies indicated that administrators are responsible for making decisions concerning placement of students on the autism spectrum and often do so with little knowledge or understanding of the autism spectrum. A result of exclusion or lack of proper social inclusion can cause detrimental academic and mental consequences to the student on the spectrum. The process of identifying a student on the spectrum who needs services is often an arduous process that leads to conflict, which affects the climate, or atmosphere where the student must learn. Having a better understanding of autism, building a collaborative atmosphere among IEP members, and reducing conflict among members, would benefit the social and academic inclusion of students on the autism spectrum.
