The special difficulties that students with autism spectrum disorder (ASD) have in the conventional classroom call for a customized approach to teaching (Braun & Hughes, 2020). This study project will examine and apply practical changes to teaching materials that explicitly address the varied learning requirements of students with ASD with the ultimate goal of creating a more welcoming and encouraging learning environment.
Research Objectives
This study’s primary goal is to perform a thorough review of the unique learning requirements of students with ASD (Hsiao & Sorensen Petersen, 2019). This entails being aware of their communication preferences, sensory preferences, and cognitive processes. In order to better meet the varied requirements of students with ASD, educators might modify their educational practices by developing a greater understanding of these individual variances.
The second goal is to evaluate the efficacy of the present special education practices used for students with ASD (Dynia et al., 2020). This entails reading literary reviews, watching instructional techniques, and gathering information on students’ academic achievement and engagement levels. The process of developing specific improvements to current educational approaches will be guided by an identification of their strengths and flaws.
Furthermore, the third goal builds on the knowledge gained from the first two goals by creating and implementing modified educational resources specifically for kids with ASD (Cox et al., 2021). These adjustments could involve changing class plans, adding visual aids, and modifying communication strategies. The objective is to establish a welcoming and encouraging learning environment that optimizes kids with ASD’s potential for academic success.
Connection between Parameters
The established study goals are connected and create a coherent framework for comprehending and resolving the difficulties experienced by ASD children in special education settings (Raudeliūnaitė & Steponėnienė, 2020). The primary goal of identifying particular learning needs establishes the groundwork for further research by emphasizing the special traits and demands of this particular student population.
As a crucial intermediate step, the assessment of present teaching strategies offers a thorough picture of the state of instructional practices today (Roux et al., 2023). By identifying areas where standard methods fall short in meeting the needs of kids with ASD, this assessment helps to inform the creation of changes.
The research cycle is completed by creating and implementing revised teaching instructions, which convert study findings into practical solutions (Braun & Hughes, 2020). This stage aims to create a more inclusive and productive learning environment for students with ASD by directly connecting research findings to real-world applications in the classroom.
Problem Statements
One of the biggest problems in special education is not knowing enough about the specific needs of each student, especially when it comes to kids with autism spectrum disorder (ASD) (Hsiao & Sorensen Petersen, 2019). This shortcoming frequently leads to training that needs to be sufficiently tailored to meet the unique learning requirements of these kids.
Moreover, current special education techniques might not engage students with ASD to the fullest extent possible. (Dynia et al., 2020). Many of the teaching methods used today might not be the best for achieving the best academic results. They might need to provide this demographic with more opportunities to improve their skills.
Creating an inclusive learning environment has its challenges (Raudeliūnaitė & Steponėnienė, 2020). Conventional teaching strategies may help to keep kids with ASD apart from regular students in the classroom, which would limit their access to a variety of learning opportunities.
Even though studies on ASD in the setting of special education are available, there is a noticeable disconnect between the results of these studies and how they are actually used in classrooms (Roux et al., 2023). This disparity makes it difficult to convert theoretical understanding into real-world advantages that kids with ASD can really enjoy. In order to successfully incorporate research findings into the instructional strategies that have a direct influence on these kids, this gap must be closed.
Conclusion
In summary, by methodically attending to the learning requirements of students with ASD in special education, this research proposal aims to close the gap between theoretical comprehension and practical application (Cox et al., 2021). By means of the suggested goals, the study seeks to make significant contributions to understanding and changes that can enhance the educational experiences of students with ASD.
References
Braun, G., & Hughes, M. T. (2020). Examining teachers practice: Enhancing reading comprehension for students with autism spectrum disorder. Journal of Teacher Education and Educators, 9(3), 287–307.
Cox, S. K., Root, J. R., & Gilley, D. (2021). Let’s see that again: Using instructional videos to support asynchronous mathematical problem-solving instruction for students with autism spectrum disorder. Journal of Special Education Technology, 36(2), 97–104.
Dynia, J. M., Walton, K. M., Brock, M. E., & Tiede, G. (2020). Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder—research in Autism Spectrum Disorders, 77, 101606.
Hsiao, Y. J., & Sorensen Petersen, S. (2019). Evidence-based practices are provided in teacher education and in-service training programs for special education teachers of students with autism spectrum disorders. Teacher Education and Special Education, 42(3), 193-208.
Raudeliūnaitė, R., & Steponėnienė, E. (2020). Challenges for primary school teachers in ensuring inclusive education for children with autism spectrum disorders.
Roux, A. M., Shea, L. L., Steinberg, H., Rast, J. E., Anderson, K. A., Hotez, E., … & Shattuck, P. T. (2023). Evidence from the Autism Transitions Research Project (2017–2022): Capstone review and services research recommendations. Autism Research, 16(3), 480–496.
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