Inclusion in Education With Specific Reference to Autistic Pupils

AN ANALYSIS OF INCLUSION IN MY WORKPLACE WITH SPECIFIC REFERENCE TO AUTISTIC PUPILS
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1 Introduction
Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder that affects communication, social interaction, and behavior. ASD is characterized by difficulty with social interaction and communication, repetitive behaviors, and restricted interests (Lord et al. 2020). ASD can range from mild to severe, and individuals with ASD may have a wide range of abilities and challenges. Notably, ASD is a spectrum disorder that affects each individual differently. Some individuals with ASD may be highly functioning and may be able to live independently, while others may require significant support and accommodations to participate in daily activities.
Autistic pupils in the UK may face a number of challenges in the classroom, including difficulty with social interaction, communication, and sensory processing, as well as higher rates of anxiety and depression. These challenges can make it more difficult for autistic pupils to succeed academically and fully participate in the classroom. One main challenge for autistic pupils in the UK is the lack of understanding and awareness about autism among many educators and the general public, which can lead to misunderstandings and stereotypes about the abilities and potential of autistic individuals and may result in discrimination and exclusion (Turnock, Langley and Jones 2022). Another challenge for autistic pupils in the UK is the lack of appropriate support and accommodations in many schools. Many schools may not have the necessary resources or trained staff to meet the needs of autistic pupils, leading to difficulties in accessing the curriculum and participating in class activities. Arguably, autistic pupils in the UK may face significant challenges in the classroom, and it is important for educators and the school system to work to address these challenges and promote the inclusion and success of autistic students.
2.0 Exclusion
There are a variety of ways in which autistic pupils may be excluded from mainstream classrooms. It is important for schools and educators to be aware of these issues and to take steps to ensure that these pupils have the support and accommodations they need to fully participate in their education.
First, autistic pupils are excluded from the education system when they are placed in special education classrooms or schools. While these settings may provide specialized support and resources, they may also limit the opportunities for these pupils to interact with their non-disabled peers and participate in the same activities and curriculum. Research suggests that autistic pupils can be housed in a normal classroom without requiring a significant culture change (Conn 2019). However, autistic pupils have experienced pervasive exclusion driven by the view that the communication and movement challenges of autistic pupils may make them unfit for inclusion in traditional classrooms (Conn 2019). To this end, most learning institutions believe that the learning and communication challenges associated with autistic pupils may make it hard for them to fully take part in traditional classrooms.
Second, autistic people may be excluded even when in the classroom due to a limited curriculum. In most cases, teachers use a rigid curriculum that does not allow for modification or adaptations that may exclude autistic pupils who have learning or communication challenges. These pupils may need different approaches or materials in order to fully access and engage with the curriculum. A curriculum that does not include or accurately represent the experiences and perspectives of autistic pupils may exclude these pupils and fail to engage their interests and needs (Bailey and Baker 2020). Further, most teachers' failure to use visual or hands-on materials hamper the autistic pupils’ ability to understand and retain information. If a curriculum does not include these types of materials, it may be more difficult for these pupils to fully participate and engage with the content.
Third, autistic pupils may be excluded from mainstream classrooms if they do not receive the accommodations and support they need to fully participate in their education. Autistic pupils may have difficulty accessing the curriculum due to their learning and communication challenges. Without support and accommodation, autistic pupils may have difficulty participating in certain classroom activities and may be excluded from certain activities or may be unable to fully engage with their education. Autistic learners who are not provided with the necessary accommodations and support may feel like they are not capable or valued, which can lead to reduced self-esteem and confidence (Bailey and Baker 2020). This can further exclude these learners from participating in their education and other social and educational opportunities.
Fourth, stigma and negative attitudes toward autistic individuals can lead to exclusion in the classroom in a number of ways. One way is through the use of language and labels. When students are referred to as "autistic" or "having autism," it can create a negative connotation and lead to other students viewing them as being different or "other," which can then lead to social isolation and exclusion (Bailey and Baker 2020). Another way that stigma and negative attitudes can contribute to exclusion is through a lack of understanding and acceptance of autistic students' unique strengths and needs. For example, a teacher who does not understand or appreciate the value of an autistic student's attention to detail may view them as being inflexible or difficult to work with, leading to exclusion in group activities or projects. Additionally, stigma and negative attitudes can also manifest as bullying or mistreatment of autistic students by their peers, which can further contribute to their exclusion.
3.0 Government Legislation and Policy to Support Autistic Pupils
The United Kingdom government has put in place a number of legislations and policy initiatives to support the inclusion of autistic pupils in the classroom. The Children and Families Act 2014 sets out the legal framework for special educational needs (SEN) and disabilities in England. Overall, the Act aims to ensure that autistic pupils receive the support and accommodations they need to succeed in the classroom and to promote the inclusion of these pupils in mainstream education (Bainham and Gilmore 2015). Under the Act, schools have to make reasonable adjustments to support the education of pupils with SEN, including those with autism. The adjustments could include providing additional support or resources, adapting the teaching style or materials, or making physical modifications to the classroom environment. To this end, the schools can refer to the "Education, Health and Care Plan" (EHCP), which is a document that outlines the support and accommodations a pupil with SEN, including those with autism, needs to succeed in school. An EHCP can be requested by a parent or young person with SEN and must be prepared by the local authority in consultation with the child's school and other relevant professionals. In such a way, the Act gives parents and young people with SEN the right to request an assessment of their needs and to participate in the decision-making process about their education. Another legislation is the SEN and Disability Regulations 2014. The Acts set out the legal duties of schools and local authorities in relation to SEN and disability (Curan, Mortimore, and Riddell 2017). They require schools to have a policy and procedure for identifying, assessing, and making provisions for pupils with SEN, including those with autism.
The Special Educational Needs and Disability Code of Practice is a UK government document that guides schools on how to support pupils with special educational needs (SEN), including those with autism, in the classroom. Using the Code of Practice, schools can implement the adjustment and support required to support autistic pupils. In addition to adjusting, the code of practice advises schools to work in partnership with other professionals, such as speech and language therapists, occupational therapists, and educational psychologists, to support the education of pupils with SEN, including those with autism.
The Autism Education Trust (AET) is a UK-based organization established by the government to improve the education and outcomes of children and young people with autism. AET provides training and resources for educators and other professionals working with autistic pupils. This helps ensure that these professionals have the knowledge and skills they need to effectively support the education of autistic pupils (Guldberg 2019). Also, the organization promotes the use of evidence-based strategies and approaches for supporting the education of autistic pupils. This helps ensure that these pupils receive the most effective support possible. Notably, AET does not work on its own. Rather, it works with schools and local authorities to develop and implement policies and practices that support the inclusion of autistic pupils in mainstream education. This includes promoting the use of inclusive education approaches that focus on the strengths and needs of individual pupils.
4.0 Teacher’s Rol...