Brief Description and Justification
The selected article analyzed the exclusion of students with autistic disorders. Inadequate support for mental health affects students’ ability to thrive in a learning environment. Autism Spectrum Disorder (ASD) co-occurs within different mental health challenges, for instance, depression and anxiety, utilizing specialized support services. The lack of resources and trained professionals within the schools implies these needs go unmet. Marginalization includes chronic absenteeism, slow support, insufficient funding, and a lack of awareness on the part of educators. This article is pertinent to the discussion of ‘Children at Risk of Exclusion’ because it illustrates how systemic problems in the educational system. After all, some student groups—in this example, autistic children—are disproportionately affected and to become marginalized and excluded.
Factors leading to marginalization and exclusion:
According to the paper, there are a number of reasons why children with autism are marginalized and excluded from school. These include the following:
- Absence of training policies on autism spectrum disorder (ASD) among educators
- Delays in appropriate resources and services to handle autism.
- Inadequate support from teachers and other administrative fraternities
Moreover, financial constraints between the Department of Education worsen the difficulties that families and children with autism experience in getting their children, given the condition prevails in a variety of situations, and lack of proper treatment might delay inclusivity.
Definition of Marginalization and Exclusion:
Relating to the concept of education, the terms ‘exclusion’ and ‘marginalization’ refer to the structural mechanisms that lead to the exclusion, prejudice, and restricted involvement of specific student populations, including children with autism, in the classroom. Exclusion might come in a variety of formats, with teenagers often being excluded, actions that might accelerate the condition or even lead to depression. The Salamanca Statement (1994) states that exclusion includes being physically separated as well as being denied access to learning facilities or being treated in an equal way to other students.
Critical Analysis
The article provides a comprehensive analysis of the difficulties faced by autistic children in the educational system, drawing attention to the issues surrounding absenteeism, marginalization, and delayed support rates that this vulnerable population faces. The article’s overall strength is enhanced by the addition of official data and insights from prominent charitable groups, which lend credence to the article’s findings.
In addition, the article analyzes alternative techniques or viewpoints practical in addressing marginalization in schools, even while promoting higher finance and teacher training as necessary solutions. Locating funds for teacher training might not necessarily solve the problems of students with autism; often, the focus of the discussion would be restricted to creative approaches to ensure all students are absorbed in the learning process. Nevertheless, reducing student anxiety has also been associated with improvement of educational functioning, manifesting in the daily classroom and provision of an ideal position helpful in identifying and managing stress.
The article would benefit thoughts and policy development to allow stakeholders, importantly educators, policymakers, and individuals with autism, to interact appropriately. The article best paired how autism leads to school absenteeism, in particular quoting Mel Merrit, head of policy and campaigns at the National Autistic Society, who called for systematic change. The article noted how 87% of teachers felt confident in supporting autistic pupils, while 70 percent of those autistic pupils said teachers failed to understand their condition enough (Hill, 2024). As such, the article best shows there is still an absence of studies on how autism leads to absenteeism.
Opposing Viewpoints and Alternative Approaches
One viable method for addressing the marginalization and exclusion of autistic children in schools is the implementation of inclusive education techniques. Inclusive education encourages social integration and lessens the stigmatization of students with disabilities by promoting a culture of acceptance and variety. Nevertheless, according to the article, only 1.7% of appeals from families have been heard, with disputes about the decisions between local authorities (Hill, 2024). Juvonen et al. (2019) believe teaching autistic students in the regular classroom encourages the breaking down of prejudices such as exclusion achieved through social engagement and peer support since they feel welcomed and equal. Furthermore, autism emphasizes the value of variety and the inclusion of all students in the educational process, which is consistent with social justice and human rights values.
Critics of inclusive education argue that there are difficulties and restrictions arising from this strategy, and they request policies that support educators in implementing inclusive practices. Hill (2024) further noted that in 74% of cases, parents believed the school did not meet their needs, with only 29% of autistic adults for employment about 80%. In order to meet the many requirements of kids with disabilities, including autism, teachers need specific training and resources that are not easily accessible. Furthermore, there are situations where students with severe disabilities—like autism—need more specific therapies or intense assistance, which cannot be given correctly in a mainstream context.
Setbacks towards promoting inclusive education discourage stakeholders’ decision to meet the varied needs of all students within the educational system, requiring analyzing the benefits and drawbacks facing inclusive education. More inclusive and equitable learning environments for kids with autism, as well as other students, can be achieved through efforts to sponsor inclusivity despite diversity.
Suggestions and recommendations
Children with autism are marginalized and excluded from schools due to the absence of policies that would help them operate generally in school. Legislative efforts to support autistic pupils in the educational system should look at the areas of through tools such as individualized education plans, structured routines, visual support, and sensory accommodations. Providing education and funding resources would be necessa; itit is necessary to sponsor peer support and social skills training, positive behavior suppo, rt antaskks management. Policymakers can guarantee that schools have the personnel, supplies, and programs required to assist students with autism by funding support programs, such as therapy.
Moreover, funding professional development and teacher training is essential for providing educators with the information and abilities needed to assist autistic students in the classroom. Funding channels should identify the broad range of conditions and challenges affecting student social skills, non-verbal communication, and repetitive behaviors and, in particular, design a framework for attention deficit disorder (ADHD), anxiety, and depression. Enhancing educators’ knowledge of autism spectrum disorder, developing inclusive learning environments, and meeting the various needs of autistic students should be the main objectives of training programs (Leifler et al., 2021). Schools can better meet the needs of children with autism and support their social and academic success by giving educators the training and resources they need.
In response to the marginalization and exclusion of autistic children in schools, collaboration amongst stakeholders—including educators, parents, legislators, and community organizations—should identify the compounding challenges, determine which areas need funding reinforcement, and devise inclusivity mechanisms, allowing autistic students to compete favorably. Stakeholders can discover obstacles to inclusion, exchange best practices, and create creative solutions to help students with autism by banding together. Furthermore, collaborations guarantee that children with autism feel included and that their overall well-being is nurtured.
Conclusion
The article by Hill on autistic kids mirrored the socioeconomic problem in the educational system and how the problem has been influenced by different numbers, which include a lack of knowledge among instructors, delays in obtaining resources, and inadequate support for these students. In response, the study recommended policy and practical approaches, for example, financial increases, teacher preparation programs, and legislative changes. To ensure inclusion and success, the study implemented inclusive education approaches and offered mental health assistance, raising awareness within the schooling communities. For more inclusive and equitable learning environments, stakeholders must work together to develop a supportive environment for autistic children by using policies and practical approaches.
References
Ginsburg, G. S., Pella, J. E., Piselli, K., & Chan, G. (2019). Teacher Anxiety Program for Elementary Students (TAPES): Intervention development and proposed randomized controlled trial. Trials, 20, 1-16.
Juvonen, J., Lessard, L.M., Rastogi, R., Schacter, H.L. and Smith, D.S., 2019. Promoting social inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 54(4), pp.250-270.
Hill, A. (2024) Autistic pupils in England denied right to education as absenteeism surges, says charity, The Guardian. Available at: https://www.theguardian.com/society/2024/mar/05/autistic-pupils-in-england-denied-right-to-education-as-absenteeism-surges-says-charity (Accessed: 24 March 2024).
Leifler, E., Carpelan, G., Zakrevska, A., Bölte, S., & Jonsson, U. (2021). Does the learning environment ‘make the grade’? A systematic review of accommodations for children on the autism spectrum in mainstream school. Scandinavian Journal of Occupational Therapy, 28(8), 582-597.
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