Article 1
This study was accomplished to investigate the experience of elementary school teachers who teach in classes in which children with autism spectrum disorders (ASD) are included. The study focuses on the inclusion of ASD students who require augmentative and alternative communication (AAC) to facilitate their learning. The study reveals that there is a need for such teachers to keep the lines of communication open and to keep the outlook of including such children positive.
The researchers aimed at addressing the issue of the “best applicable strategy (strategies)” that teachers use for the inclusion of students with ASD in their classrooms. However, these questions have not been clarified. The question of the study was whether there are special strategies that general education teachers apply in their classrooms in which ASD children who require AAC are included along with normal children. The authors have reviewed a wide range of literary materials based on previous studies done since 1998.
For instance, the researchers have reviewed the findings by the Centres for Disease Control and Prevention (CDC) and the Government Accountability Office to present the statistics on children with ASD and the increase in the number of these children over the last ten years. This provides an in-depth review of the literature, which is quite convincing as it presents the actual data and information from the field.
The authors argue that the inclusion of children with ASD is still a difficult task. To present the findings, the researchers used a table in which they indicated a list of perceptions that five K-5 teachers reported in the study. The study reveals a need for general teachers to learn how to apply effective strategies to facilitate smooth education in a class where normal children mix with ASD children. This new information is likely to impact the career of teachers as well as the curriculum used in teacher-training institutions. Both teachers in this category and researchers who want to expand research on the topic are strongly recommended to use this article.
Article 2
The study is based on a review of literature and statistics. The main issue of the study is based on the inclusion of special programs in general classes to cater to children with ASD. The study aimed to use literature and statistical data to find out whether including special programs for ASD is good for the children.
The researcher’s observation and experience as a teacher in elementary school form the basis of the study. The study question is expressed by the title of the article. A wide range of literature on the topic has been reviewed in the study, which is quite convincing because the researcher has used the relevant material as well as materials from institutions such as National Research Council (NRC). Specifically, a table adapted from NRC indicates the types of strategies that are used to facilitate education and provide ACC support. With such observations and previous data, the researcher finds out that there is a need for additional studies to determine whether inclusion is beneficial and the types of teaching strategies to be adopted.
The article is interesting because it provides the reader with a simplified description of 8 different teaching procedures used in inclusion programs in various schools. It forms a basis for further studies, and thus it is recommended for teachers as well as policymakers in American elementary education.
References
Finke, E. H., McNaughton, D. D., & Drager, K. D. (2009). ‘‘All Children Can and Should Have the Opportunity to Learn’’: General Education Teachers’ Perspectives on Including Children with Autism Spectrum Disorder who Require AAC. International Society for Augmentative and Alternative Communication, 23(4), 110-124.
Marks, S. U. (2007). Can “Special” Programs for Children With Autism Spectrum Disorders be Inclusive? Research & Practice for Persons with Severe Disabilities, 32(4), 265-268.