Students with autism can face possible barriers that could hinder their rights to inclusive education. Autism is considered to be a pervasive neurobiological disorder that emerges early in a child’s development (Corkum, Bryson & Smith, 2014). It is a life-long developmental deficiency which affects a students social interaction, social communication and flexibility of imagination and thought.To elaborate, autism is referred to as Autism Spectrum Disorder (ASD) because it occurs in different degrees of severity and a variety of forms ranging from those who are gifted to those who have severe intellectual abilities (Corkum et., 2014). Although ASDs are the most common of the severe disorders of development, autism is harder to discern, harder
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Research shows that the international occurerence rate is 0.62% of the population with approximately two-thirds of people diagnosed with autism representing the average mean for cognitive ability (Elsabbagh et al., 2012). ASD varies amongst individuals, therefore, this puts pressure on policy makers to provide widespread consensus for a range of provision (Batten et al, 2006; Simpson, M Mundschenk, and Heflin, 2011). The barrier here is that students will have to wait in which could present further challenges such as delaying their learning progress and future …show more content…
Fullan (2001) argued for changes to become embedded in schools requires at least two years for basic changes and longer for more complex initiatives, therefore slowing down the process of support needed for those with autism. Another barrier that is highlighted is the need for more funding and transitioning between schools. Frederickson, Jones, and Lang (2010) found that staff wanted greater clarity from their local authority regarding admission criteria towards receiving further learning support, as well as increased funding and improved systems for transition to secondary school. Glashan, Mackay, and Grieve (2004) also identified a need for more specialist outreach support for mainstream schools, as they often did not have the appropriate staff or people to drive inclusive education in mainstream
Research shows that the international occurerence rate is 0.62% of the population with approximately two-thirds of people diagnosed with autism representing the average mean for cognitive ability (Elsabbagh et al., 2012). ASD varies amongst individuals, therefore, this puts pressure on policy makers to provide widespread consensus for a range of provision (Batten et al, 2006; Simpson, M Mundschenk, and Heflin, 2011). The barrier here is that students will have to wait in which could present further challenges such as delaying their learning progress and future …show more content…
Fullan (2001) argued for changes to become embedded in schools requires at least two years for basic changes and longer for more complex initiatives, therefore slowing down the process of support needed for those with autism. Another barrier that is highlighted is the need for more funding and transitioning between schools. Frederickson, Jones, and Lang (2010) found that staff wanted greater clarity from their local authority regarding admission criteria towards receiving further learning support, as well as increased funding and improved systems for transition to secondary school. Glashan, Mackay, and Grieve (2004) also identified a need for more specialist outreach support for mainstream schools, as they often did not have the appropriate staff or people to drive inclusive education in mainstream