Introduction
Autism is a developmental disorder that affects a person’s ability to communicate and interact with their environment. Students with autism may face many challenges in learning, as they may experience difficulties with concentration, social interaction, and information processing. Therefore, when it comes to educating a high school student with autism, special accommodations and modifications are necessary to help the student learn and succeed in school. Some of these accommodations and improvements include utilizing resources that can aid in learning, such as specialized educational materials and effective teaching methods.
Importance of Individualized Instruction for Students With Autism
One key element of successful learning for a high school student with autism is an individualized approach to the learning process. Teachers should collaborate with parents, learning specialists, and other school staff to determine the most effective teaching methods for each student (Brock et al., 2020). Some students with autism may have difficulty processing visual information, while others may struggle with auditory perception. Different teaching methods and individualized instruction tailored to each student can help overcome these challenges.
Role of Related Services in Supporting Learning and Well-Being
Additionally, various related services can help students with autism in school. For example, personal aides may be assigned to help students with autism manage their schedules, remind them of homework assignments, and track task completion. Other related services may include behavior therapy, psychological counseling, and socialization group activities.
One advantage of using related services for a student with autism is that they can help make the student’s life easier and enhance learning effectiveness. For example, a personal aide can help students manage stress and organize their time, enabling them to focus better on their schoolwork. Behavior therapy and psychological counseling can help students manage their emotions and behavior, positively impacting their learning and socialization.
However, related services may need to be improved due to cost (Brock et al., 2020). Some related services can be costly, and many families struggle to afford them. In this case, parents may seek help from government organizations or charities that can provide financial support for using such services.
In addition, some parents may be unsure if their child needs additional services or may be afraid that their child will be singled out and experience discrimination from their classmates. In this case, parents and teachers must work together to determine the most effective learning plan for the student and create a safe and supportive educational environment.
Creating Inclusive Learning Environments
It is important to remember that every student with autism is unique and has individual needs and abilities (Brock et al., 2020). Therefore, the approach to teaching each student should be individualized and targeted to their specific needs. This may involve modifying the curriculum or employing teaching methods tailored to the student’s needs.
These methods may include visual aids such as diagrams, graphs, and concept maps to help students better understand the material. Different sensory toys and devices can help the student focus on the material and reduce stress. It is also essential to create a safe and supportive environment in the classroom and on the school grounds so that students feel comfortable and can interact with their classmates (Brock et al., 2020). Teachers and other school staff can teach their students tolerance and respect for differences, which can help create a more friendly and inclusive environment in the school.
Conclusion
In conclusion, teaching a high school student with autism can be a challenging experience. Still, with an individualized approach and additional services, this student can succeed in learning and socialization. Parents, teachers, and school personnel should collaborate to identify the most effective instructional strategies for the student and ensure they receive the necessary support and resources to grow and achieve their objectives.
Reference
Brock, M. E., Dynia, J. M., Dueker, S. A., & Barczak, M. A. (2020). Teacher-reported priorities and practices for students with autism: Characterizing the research-to-practice gap. Focus on Autism and Other Developmental Disabilities, 35(2), 67-78.