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Reflecting on Autism and the Lived Experience: A Person-First Perspective
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Understand and apply a ‘person first’ perspective to analyse and problem solve issues and challenges associated with autism.

1. Understand and apply a ‘person first’ perspective to analyse and problem solve iss ues and challenges associated with autism.


2. Critique own and others‘ biases, prejudices and assumptions associated with autism.Demonstate research and communication skills for postgraduate level.

1. This assessment is prescribed to advance reflective skills ba sed on the development of knowledge about autism from the perspective of the lived experience.


2. The assessment is about your own and ot hers' perspectives of autism through the lens of the lived experience.


3. This assessment prepares you to gain a deeper insight to the chaIlenges and issues surrounding autism.

1. This  assessment  requires  you  to reflect  using  a person  first perspective  to gain  a deeper understanding of the Iived experience for individuals with Autism and their carers.

2. To prepare for completing this assessment you are required to reflect by drayVing upon your own current underst andings about Autism and a person first perspective. Further, you are required to reflect on your own and others' views about Autism.

1  Describe the current experience(s) you have had of autism in tne community (if any), and how this experience nas influenced your views.


2.  Based on your work in modu Yes 1 & 2, where you have encountered a range of perspectives on autism includng from those people who are living with Autism, consider now your own beliefs may have been extended, reinforced, or challenged as a result.

An exploratory, observation-based study sought to strengthen understanding of the development of social communication skills that facilitate academic success, particularly within general education settings. Sixteen middle and high school students with Autism Spectrum Disorders (ASD), all of whom participated in at least one period per day of core academic instruction in a general education classroom, were observed over a period of one to three months each. Frequencies of five appropriate and three inappropriate social academic behaviors are described, in terms of their relative frequencies to one another, and their overall consistency over the course of observations.

Students observed were more likely to engage in appropriate, facilitative behaviors within the classroom setting than they were to demonstrate communicative symptoms of ASD. Most social academic behaviors were demonstrated at consistent frequencies over time. Implications for educational decision-making, progress monitoring, and future research are discussed.

The Center for Disease Control’s Autism and Developmental Disabilities Monitoring Network currently estimates that the prevalence rate of Autism Spectrum Disorders is 1 in 68 children (Baio, 2014). This overall increase in the prevalence of autism is reflected in the heightened number of students identified as having autism and receiving special education services. According to the National Center for Education Statistics, the total number of children identified with autism who are receiving special education services has risen from 0.2 to 0.8% of total student enrollment in the past decade (NCES, 2013).

That increase is partially due to the introduction of the special education eligibility category of “autism” being added to the Individuals with Disabilities Education Act (IDEA) in 1990. Since that time, there has been an increased emphasis on providing educational services to all students with disabilities, including those with ASD, within the least restrictive environment.

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