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Child Development

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Child Development

An environment characterized by regulation and predictability is considered optimal for children

diagnosed with autism. In the first stages, developing regular patterns and striving to uphold high

consistency is advisable. Individuals on the autism spectrum may get significant solace and

assistance from adherence to consistent routines and structured environments, particularly in a

dynamic world characterized by constant flux. It is essential to establish clear and structured

routines and adhere to them daily (Whalon & Hart, 2010). The adequacy of the general education

curriculum in meeting the requirements of persons with Autism Spectrum disease (ASD) is

contingent upon the severity of the disease.

The presence of a handicap might be seen as a very marginalizing factor in a kid's life.

Identifying effective strategies to meet the educational requirements of children with disabilities

can pose challenges, especially in educational institutions, districts, nations, and regions with

significant resource limitations. Despite the existing problems in implementing inclusive

education systems, inclusive education, which involves the full participation of all students,

including those with disabilities or other learning issues, has demonstrated remarkable

advantages in facilitating the learning of all children.

The benefits of inclusive classrooms encompass several aspects, such as reducing the societal

stigma surrounding autism, cultivating harmonious relationships among students, imparting

social skills to all learners for constructive interactions, and enhancing understanding and

awareness of autism (Whalon & Hart, 2010). The integration of kids diagnosed with autism

spectrum disorder (ASD) into mainstream classrooms has the potential to mitigate the social

stigma surrounding autism while concurrently facilitating the development of effective

interpersonal communication skills among all students.

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Educational institutions serve as the primary setting for a child's initial exposure to the external

world beyond their immediate familial environment, facilitating the cultivation of social

connections and engagements. The presence of an autistic child in a typical school can contribute

to developing social skills among children and potentially reduce the associated stigma around

autism.

Social prejudice results from negative perspectives and excluding individuals from social groups.

This phenomenon fosters isolation and erects obstacles that impede the process of inclusion

(Dean & Chang, 2021). The adverse consequences experienced by students with special needs

encompass reduced engagement with general education teachers and peers, heightened

dependence on adults, limited occasions to develop self-control and self-management abilities,

and diminished access to high-quality instruction provided by general education teachers.

The prevailing environment for youngsters with learning challenges is commonly seen within a

general education classroom. For instance, a child diagnosed with dyslexia may often spend most

of their school day in a general education classroom (Whalon & Hart, 2010). Students diagnosed

with Autism Spectrum Disorder (ASD) are presented with various options for their educational

placement. Applied Behavioral Analysis (ABA) is a commonly employed intervention approach

for young children diagnosed with autism spectrum disorder (ASD) below five.

In educational placements, individuals with diverse learning needs are typically presented with

various options, including inclusion within mainstream classrooms, self-contained courses within

traditional schools, or attendance at specialized educational institutions designed to cater to

students with special needs. Academic interventions encompass several strategies to support

students' academic progress, one of which is assisting students in organizing their notebooks.

Academic
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Assistive technology is a technological tool that may be employed to enhance accessibility

within the academic setting. Assistive technology encompasses various devices, software, and

equipment that facilitate educational access for impaired students. Additionally, screen readers

can assist students with visual impairments in accessing textual content. The ACCESS

mnemonic includes affordability, customizability, convenience, ease of use, and security.

Online course platforms are an additional technological tool that may be employed to enhance

accessibility to the academic sphere. These encompass several features, such as the capacity to

modify font sizes, color schemes, and other design components to enhance the readability of the

text. ACCESS- affordability, customization options, convenience, user-friendliness, and security.

Physical

GPS tracking is a technological solution that has the potential to enhance accessibility to the

physical environment. GPS tracking systems provide the capability to monitor and trace the

whereabouts of persons with impairments, facilitating their secure navigation within their

surroundings. This feature can assist individuals in circumventing barriers and identifying the

optimal path toward their intended endpoint (Dean & Chang, 2021). The ACCESS system offers

a range of advantageous features, including affordability, customization options, convenience,

user-friendliness, and robust security measures.

Sensory accessibility tools are an additional technological solution that can effectively enhance

accessibility to the physical world. Sensory accessibility tools refer to equipment designed to

assist those with sensory impairments in navigating their surroundings effectively. The sensory

accessibility tools possess the following characteristics: affordability, customizability,

convenience, ease of use, and security.

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Social

Virtual reality (VR) is a technological tool that has the potential to enhance accessibility to the

social environment. For instance, VR can potentially facilitate the development of virtual

classrooms, enabling students with physical disabilities to participate in educational activities

(Dean & Chang, 2021). Additionally, VR may be employed to establish virtual museums,

providing students with sensory impairments the opportunity to engage with art and history. The

ACCESS framework includes affordability, customization, convenience, ease of use, and

security.

Social media is an additional technological tool that may enhance accessibility to the social

environment. Social media platforms have the potential to facilitate the formation of virtual

communities, enabling persons with disabilities to establish connections and engage in the

exchange of their personal experiences. The ACCESS framework includes affordability,

customization options, convenience, user-friendliness, and robust security measures.

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References

Dean, M., & Chang, Y.-C. (2021). A systematic review of school-based social skills

interventions and observed social outcomes for students with autism spectrum disorder in

inclusive settings. Autism, 25(7), 136236132110128.

https://doi.org/10.1177/13623613211012886

Whalon, K. J., & Hart, J. E. (2010). Children With Autism Spectrum Disorder and Literacy

Instruction: An Exploratory Study of Elementary Inclusive Settings. Remedial and

Special Education, 32(3), 243–255. https://doi.org/10.1177/0741932510362174