Inclusion of Students with ASD in General Education Classrooms

Classic Article: Russo, D. C. & Koegel, R. L. (1977). A method for integrating an autistic child into a normal public-school classroom. Journal of Applied Behavior Analysis, 10, 579-590. Follow-up Article: Simpson, R.L., de Boer-Ott, S. R., & Smith-Myles, B. (2003). Inclusion of Learners with Autism Spectrum Disorders in General Education Settings. Top Lang Disorders, 23, 116133.

Relationship between classic and follow-up articles

Russo & Koegel, 1977 research study students with autism almost totally excluded from public school programs education of students with ASD the responsibility of therapists and special educators Simpson et. al., 2003 presentation and discussion of a model US legislation (Reauthorized Individuals with Disabilities Education Act IDEA) requires that students with disabilities be educated in "least restrictive environment i.e. in general education settings general education teachers, with support, training and resources, have responsibility for the learning of all students in their class

investigated feasibility of integrating a particular autistic child into a general education classroom focus is on "treatment" and "pre-treatment" of child to prepare for entry into classroom

summarized research findings and made recommendations on how students with ASD can be successfully included in general education classrooms focus is on adaptation and modification of the learning environment, curriculum and teaching strategies to meet the needs of the student

Relationship between classic and follow-up articles

Russo & Koegel (1977) demonstrated a method to change the behaviour of a child with autism to fit expectations in a general education setting Simpson et al. (2003) showed how a general education setting can be changed to meet the needs of children with autism

Purpose of Simpson article

Simpson et al. presented and discussed their Autism Spectrum Disorder Inclusion Collaboration Model . . . designed to "facilitate the successful general education inclusion of learners with autism-related disabilities" (Simpson et. al., p. 117).

Assumptions
The Simpson et al. model is based upon three assumptions: 1. Students benefit from planned contact with each other 2. General education teachers are agreeable to having students with ASD in their classrooms 3. General educators are willing and able to assume primary responsibility for students with ASD

Autism Spectrum Disorder Inclusion Collaboration Model

Attitudinal and social support

Environmental and curricular modifications, general education support and instructional methods

Continued team commitment

Collaboration

Home-school collaboration

Recurrent evaluation of inclusion practices

Autism Spectrum Disorder Inclusion Collaboration Model

Attitudinal and social support

Environmental and curricular modifications, general education support and instructional methods

Continued team commitment

Collaboration

Home-school collaboration

Recurrent evaluation of inclusion practices

Environmental and curricular modifications, general education classroom support and instructional methods Trained support personnel Collaborative relationships Inservice training Appropriate instructional methods

Checklist of Instructional Methods

Simpson, et. al (2003), page 21

Checklist of Instructional Methods

Simpson, et. al (2003), page 21

Checklist of Instructional Methods

Simpson, et. al (2003), page 22

Checklist of Instructional Methods

Simpson, et. al (2003), page 22

Environmental and curricular modifications, general education classroom support and instructional methods

Trained para-educators Adequate teacher planning time Reduced class size

Autism Spectrum Disorder Inclusion Collaboration Model

Attitudinal and social support Environmental and curricular modifications, general education support and instructional methods

Continued team commitment

Collaboration

Home-school collaboration

Recurrent evaluation of inclusion practices

Autism Spectrum Disorder Inclusion Collaboration Model

Attitudinal and social support Environmental and curricular modifications, general education support and instructional methods

Collaboration

Continued team commitment

Home-school collaboration

Recurrent evaluation of inclusion practices

Autism Spectrum Disorder Inclusion Collaboration Model

Attitudinal and social support Environmental and curricular modifications, general education support and instructional methods

Collaboration

Continued team commitment

Home-school collaboration

Recurrent evaluation of inclusion practices

Least Restrictive Environment

provision of appropriate aides and services evidence of students benefit from participation
Socially? Academically?

evidence of facilitation of membership

Is student a legitimate member of the class?

childs ... appropriate participation

Is student inhibiting education of typical students?

Autism Spectrum Disorder Inclusion Collaboration Model

Attitudinal and social support Environmental and curricular modifications, general education support and instructional methods

Collaboration

Continued team commitment

Home-school collaboration

Recurrent evaluation of inclusion practices

Summary
The authors were not suggesting that every student with ASD can and should be included in general education classrooms. Their model was designed to assist with the many who benefit.

Importance of the Article

summary of effective inclusionary teaching practices proven by current research reference document for preparation of IEPs and in school-based team discussions

Further Research
Can the efficacy of the model as a whole be tested? Are each of the components equally important? Explore limits of components such as teacher planning time and reduced class size Explore effective evaluation practices

References
Russo, D. C. & Koegel, R. L. (1977). A method for integrating an autistic child into a normal public-school classroom. Journal of Applied Behavior Analysis, 10, 579-590.

Simpson, R.L., de Boer-Ott, S. R., & Smith-Myles, B. (2003). Inclusion of Learners with Autism Spectrum Disorders in General Education Settings. Top Lang Disorders, 23, 116133.