Preservice Teachers' Learning among Students with Austism Disorder

Laura’s Perspective on

Preservice Teachers’ Learning among Students with Autism Spectrum Disorder

Anne Power and Debra Costley

University of Western Sydney, Australia

            The focus of this article reported on a collaborative venture between Autism Spectrum in Australia and the University of Western Sydney which formed a network for children providing a structured environment for positive peer interactions that were safe and nonjudgmental. The network was ran by trained experts and pre-service teachers undertaking a service-learning unit of study at the University of Western Sydney. These pre-service teachers gained an understanding that students with autism spectrum disorder could thrive better in a more structured environment. These pre-service teachers described their experience to be authentic and enriching preparing them for their future classrooms.

            This article defined ASD as a permanent neurodevelopmental disability with three main areas of impairment: communication, behavior and social relating. Further suggesting that children with ASD have difficulty forming and sustaining peer relationships which is resulting from attention deficit disorders, thinking and learning style differences and impulse control problems. These children are socially and emotionally vulnerable, unable to read social cues and have difficulty in most social situations.

            The study looked at several types of intervention while teaching social skills. Carefully designed play spaces with adult support of peer play for the younger children were created. While, a peer network strategy for adolescents consisted of students without ASD tutoring students with ASD in vocabulary, comprehension games and conversation responses. Although, evidence suggested that peer modeling alone is insufficient, research showed that a peer network strategy increases social interaction skills among children with autism. With the inability to encounter social challenges adolescents need help developing social awareness.

            While the growth of students with ASD increases, the need for services and prepared teachers also will need to increase. Research has shown over the course of twenty years in Australian schools inclusion with students with disabilities has been challenging. Although, classrooms are often stressful places for students with ASD the networking clubs provide a safe space in which students with ASD can actively engage in learning. The pre-service teachers also learned that the clubs can allow students to interact without any pressure. The pre-service teachers agreed that this experience was a significant learning opportunity and will greatly impact how they set up and operate their future classrooms.

            In conclusion, I found this article to be interesting and enriching. I understand the importance of inclusion with students with disabilities in the mainstream setting. I also thought it was a great idea to include pre-service teachers in the study. It provided a different perspective and learning opportunity for them before entering the field. With the increasingly amount of individuals with disabilities included within the mainstream education, it is important to become equip with knowledge on how to educate the entire population of students however diverse it may be.

 

References

Power, A., & Costley, D. (2014). Preservice teachers’ learning among students with autism spectrum disorder. Australasian Journal of Special Education, 38(1), 34-50.