Running head: NATURAL INCLUSIVE ENVIRONMENT 1

Sonya Crone

Natural Inclusive Practices

CTE 431-79 Fall

October 6, 2019
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Natural Inclusive Environment

Inclusive education is about looking at the ways our schools, classrooms, programs and

lessons are designed so that all children can participate and learn. Inclusion is also about finding

different ways of teaching so that classrooms actively involve all children. It also means finding

ways to develop friendships, relationships and mutual respect between all children, and between

children and teachers in the school.

In my opinion creating a natural inclusive environment is so important to the success of

all students. Students can learn from each other not just mentally but also in friendships and

character. In the real world we are not separated by our abilities so why do we allow this to

happen at school? It is our job as educators to teach our students how to treat each other with

respect no matter what their differences are. If we are not teaching our students how to interact

with each other appropriately we are setting them up to fail in life. We need to allow our students

to freely express who they are, their own opinions and points of view, fully participate in

teaching, learning, work and social activities, and to feel safe from abuse, harassment or unfair

criticism. A sense of belonging is essential to inclusion. Creating a truly inclusive environment

means not only making appropriate adaptations to the physical space and materials but also

fostering the social and emotional environment. It is so hard to see a student who does not feel

like they belong with their peers or are too afraid to participate in class because they are afraid of

their peers. I hope as a future teacher I can create a positive and safe learning environment for

my students to learn. In order to have an inclusive environment I must have a clear

understanding of all my student’s strengths and weaknesses in my classroom. Even though

creating an inclusive learning environment can be quite difficult it is essential to do so for the

success to all students.

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Teaching Strategies

Teaching Strategy Ages 0 to 3 Ages 3 to 5 Ages 5 - 8 Ages 8 - Justification

12/14
and/or services

Encourage active x x x X Hands-on activities are a

learning great way to get all
students engaged in
learning. Active learning
assignments promote new
experiences and
collaborative learning.

Teach students self- x x X x Equipping students with the

management skills they need to manage
their own performance is a
useful way to keep them on
track and learning.

Use your child’s X x X x Preferences and interests

interests as teaching into skill instruction can
tool help promote learning and
engagement. It is important
to keep students motivated
so they stay on task.

Make Modifications on x x x X It is important to modify

lesson bases on some of the steps so your
students needs child can learn and
maintain a new skill more
easily

Build relationships X x x x By building relationship

students are learning to
respect you and are less
likely to disobey you.

Have high and x x x X Students need high

consistent expectations expectations because they
need to know that they can
accomplish challenging
projects creating self-
esteem. Consistency is also
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important for classroom

management.

Get students engaged X x x x Questions and reflections

and excited encourage deeper thinking
and provide meaning.
Students will learn more if
they are interested

Multisensory x x x X A way of teaching that

Instruction engages more than one
sense at a time. A teacher
might help kids learn
information using touch,
movement, sight and
hearing.

Universal Design for X x x x Teaching that gives all

Learning (UDL) students flexible ways to
learn and succeed. UDL
strategies allow kids to
access materials, engage
with them and show what
they know in different
ways.

Provide Models/ Graphic Graphic x X When students see a new

Graphic Organizers Organizer do not Organizer do skill in action, it can help
work as well not work as well them learn that skill faster
because of because of and more accurately.
students ability students ability Graphic organizers are
at age level at age level visual tools. They show
information or the
connection between ideas.
They also help kids organize
what they’ve learned or
what they have to do.

.
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References

10 Strategies and Practices That Can Help All Students Overcome BarriersASCD Inservice.

(n.d.). Retrieved from http://inservice.ascd.org/10-strategies-and-practices-that-can-help-

all-students-overcome-barriers/

14 Ways to Support All Learners at School and Home. (n.d.). Retrieved from

https://blog.brookespublishing.com/14-ways-to-support-all-learners-at-school-and-

home/

6 Strategies Teachers Use to Help Kids With Learning and Attention Issues. (2019, August 5).

Retrieved from https://www.understood.org/en/school-learning/partnering-with-childs-

school/instructional-strategies/6-strategies-teachers-use-to-help-kids-with-learning-and-

attention-issues

Creating Inclusive Environments and Learning Experiences for Infants and Toddlers. (2019,

May 29). Retrieved from https://childcareta.acf.hhs.gov/infant-toddler-resource-

guide/inclusive-environments

Culturally inclusive environment. (2019, September 30). Retrieved from

https://www.usc.edu.au/connect/work-at-usc/staff/cultural-diversity/cultural-diversity-

and-inclusive-practice-toolkit/culturally-inclusive-environment

Inclusive Education and its Benefits. (n.d.). Retrieved from https://nbacl.nb.ca/module-

pages/inclusive-education-and-its-benefits/
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Forum -Autism/Autism Spectrum Disorder.

 Watch the video and webinar attached above that supports Transition services for students
with Autism.
 Read, review and reflect on the article and resources posted in Unit 7 and below on
Autism/Autism Spectrum Disorder.
 Access additional outside resources, journal readings, etc. to help you research,
understand, and answer the following questions.

Article: Autism/Autism Spectrum Disorder: What is right with the autistic mind?
Transition Services in Middle School for students on the Autism Spectrum -
video/webinar support: (see above webinar)
Questions:

 What is Autism?
 What is Autism Spectrum Disorder?
 What services are available for families with children with Autism?
 How is Autism diagnosed?
 What causes a child to have Autism?
 Why are children placed on a Spectrum labeled Autism Spectrum Disorder and exactly what
does the spectrum mean and include as far as disabilities?

After you have completed your research, add the responses to each of the questions in the
discussion forum. Have a dialogue with other students in the discussion board during week 7 about
what you know and perhaps do not know about Autism and Autism Spectrum Disorder. View at
least two other students postings adding your response. Complete your submission by the end of
week 7 of the course.
NOTE: Remember to add citations to your forum posts to justify the content and give credit to any
source of information you reviewed including yourself as a primary reference.

Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized
by challenges with social skills, repetitive behaviors, speech and nonverbal communication
(What is Autism). There are several services available for students and family members dealing
with autism. Some services can be provided from the school including IEPs, classroom
accommodations, and transition services. Other services for families can be found online or at
special education state locations.

Links of Resources:

Wyoming Resources-

Developmental Disabilities Division

Centrum For Disability Services

Wyoming Independent Living

Big Horn Children’s Center

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https://www.myautism.org/autism-resource-map/categories/wyoming

https://www.betterhealth.vic.gov.au/health/servicesandsupport/autism-spectrum-disorder-
support-services

https://www.autismspeaks.org/financial-resources

https://www.autism-society.org/living-with-autism/navigating-services/

In order for a child to be diagnosed with autism, a detailed assessment is crucial to making sure
an accurate diagnosis is made. It will be carried out by a multidisciplinary team of a pediatrician,
psychologist or psychiatrist, and speech pathologist’s children will demonstrate signs of ASD by
the age of two, but a diagnosis may sometimes not be possible until three or older. Autism
spectrum disorder has no single known cause, but both genetics and environment may play a
role. Autism is a spectrum disorder, meaning that there is a wide degree of variation in the way it
affects people. Every child on the autism spectrum has unique abilities, symptoms, and
challenges. Some children are either high on the spectrum or low on the spectrum which can be
defined by the grading scale which can determine the severity of the disorder.

References

https://www.helpguide.org/articles/autism-learning-disabilities/autism-spectrum-disorders.htm

https://www.mayoclinic.org/diseases-conditions/autism-spectrum-disorder/symptoms-
causes/syc-20352928

https://www.betterhealth.vic.gov.au/health/servicesandsupport/autism-spectrum-disorder-
support-services

https://www.autismspeaks.org/what-autism

1. What is Autism?
Autism refers to conditions characterized by challenges with social skills, repetitive behaviors,
speech and nonverbal communication. According to the Centers for Disease Control, autism affects
an estimated 1 in 59 children in the United States today.
2. What is Autism Spectrum Disorder?
Autism spectrum disorders, or ASD, are also called pervasive developmental disorders (PDD)
because they involve delay in many areas of development. PDD or ASD is a category that includes
five different disorders of development, each with differing severities and patterns:

 Autistic Disorder
 Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS)
 Asperger Syndrome
 Childhood Disintegrative Disorder (CDD)
 Rett Syndrome

3. What services are available for families with children with Autism?
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There are a number of services available for families with children with Autism. Some services
include: The Center for Autism and Developmental Disorders, Autism Center of Nebraska,
Developmental Disabilities Division, Nebraska Health & Human Services. There are also a list
of Early intervention services, along with different types of therapy, such as speech therapy, sensory
integration, and occupational therapy.
4. How is Autism diagnosed?
Until recently, general pediatricians sometimes hesitated to screen for autism before age three.
Parents often suspect a problem as early as 12 to 18 months. Specialists can diagnose most
children with ASDs by 18 months old - and the earlier the diagnosis, the sooner they can
start treatment. Take the child to a developmental and behavioral pediatrician, pediatric psychiatrist,
pediatric neurologist or pediatric psychologist. An alternative to seeing a specialist is to go to your
school system. A team of professionals will work with you to evaluate your child.
5. What causes a child to have Autism?
Current research suggests that differences in the development of the brain and central nervous
system cause autism. What causes these differences in brain development is not known for sure.
However, a variety of factors are being investigated. These include infectious, metabolic, genetic,
and environmental factors. To date, genetic causes for one disorder commonly accompanied by
autism (Fragile X) and one autism-spectrum disorder (Rett syndrome) have been identified and
genetic "hotspots" for autism have been found. NIH research on possible genetic, infectious,
immunological, and environmental causes and mechanisms of autism continues. Several factors
may influence the development of autism, and it is often accompanied by sensory sensitivities and
medical issues such as gastrointestinal (GI) disorders, seizures or sleep disorders, as well as mental
health challenges such as anxiety, depression and attention issues.
6. Why are children placed on a Spectrum labeled Autism Spectrum Disorder and exactly what does
the spectrum mean and include as far as disabilities?
The term "spectrum" in autism spectrum disorder refers to the wide range of symptoms and
severity. Autism spectrum disorder includes conditions that were previously considered separate —
autism, Asperger's syndrome, childhood disintegrative disorder and an unspecified form of pervasive
developmental disorder. Some people still use the term "Asperger's syndrome," which is generally
thought to be at the mild end of autism spectrum disorder. Some children show signs of autism
spectrum disorder in early infancy, such as reduced eye contact, lack of response to their name or
indifference to caregivers. Other children may develop normally for the first few months or years of
life, but then suddenly become withdrawn or aggressive or lose language skills they've already
acquired. Signs usually are seen by age 2 years. Each child with autism spectrum disorder is likely
to have a unique pattern of behavior and level of severity — from low functioning to high
functioning. Some children with autism spectrum disorder have difficulty learning, and some have
signs of lower than normal intelligence. Other children with the disorder have normal to high
intelligence — they learn quickly, yet have trouble communicating and applying what they know in
everyday life and adjusting to social situations.