1. Autistic spectrum disorder
Name Date Institution Tutor address Module level Student number

2. Introduction
Autistic spectrum disorder is a developmental disability which is characterized by difficulties in social interaction and communication, and by restricted or repetitive patterns of thought and behavior.
Presentation addresses school provision of Autistic spectrum disorder.
Suggestions for improvement in provision of services for these students is unveiled.
Frith, U., & Happé, F Autism spectrum disorder. Current biology, 15(19), R786-R790.

3. Background/Rationale Synopsis
ASDs have to be identified at a very tender age for a child, and this has direct implications on the measures which should be taken by the educators.
The prevalence for ASDs is relatively high at this time, considering research that 1 in every 68 children in the U.S (CDC, 2010).
The severity, variety, and scope of symptoms differs for each child.
Kim, Y. S., Leventhal, B. L., Koh, Y. J., Fombonne, E., Laska, E., Lim, E. C., ... & Grinker, R. R Prevalence of autism spectrum disorders in a total population sample. American Journal of Psychiatry, 168(9),

4. Synopsis(Cont….)
ASDs has a wide variability of impacts on the affected persons, hence the name “spectrum”.
Early interventions improves the child’s language, adoptive behavior, IQ, and the daily functional skills of the children.
It is important that diagnosis is done in two stages, screening and evaluation at a very early age(between 18 to 24 month)
Johnson, C. P., & Myers, S. M Identification and evaluation of children with autism spectrum disorders. Pediatrics, 120(5),

5. Difficulties posed by ASD students in schools.
As far as school work is concerned, the students exhibit poor organizational skills, and other activity related difficulties e.g. when to start and stop.
They have problems adjusting to change because they are used to routines.
Have difficulties learning through experiences, hence compelling teachers to incorporate other senses.
Find it hard coping with school environment especially if it is causing them stress and other destructions.
Scheuermann, B., Webber, J., Boutot, E. A., & Goodwin, M Problems with personnel preparation in autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3),

6. Difficulties posed by ASD students in school(Cont…)
Communication problem such as poor social communication and inability to understand figurative language.
It is difficult to create an atmosphere of understanding and peer acceptance in an inclusive setting.
Social cultural barriers in a school environment such as lack of resources and training, and restrictive school policies.
Engagement of parents and societal attitudes also poses a challenge.
Owen-DeSchryver, J. S., Carr, E. G., Cale, S. I., & Blakeley-Smith, A Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and other developmental disabilities, 23(1),

7. Current provision
Some technologies have been instituted to assist ASD students e.g., computer software and communication aids.
There are also modifications in physical aspects of the classrooms, modified grading standards, test read to students, modified tests for these learners etc.
Quality, consistency and effectiveness of the modifications are lacking.
Dell, A. G., Newton, D., & Petroff, J. G Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Pearson Higher Ed.

8. Current provision(Cont…)
An Individualized Education Program is maintained for every ASD students, as if frequently reviewed by the teachers.
As such, the strength, weaknesses and progress of the students is put under scrutiny.
A few paraprofessionals have also been brought in, including peer tutors, instructional assistants, readers among others.
Pierangelo, R., & Giuliani, G. A Teaching students with autism spectrum disorders. New York: Skyhorse.

9. Current provision(Cont…)
The staff cooperating in an attempt to ensure that inclusion is implemented to the latter.
ASD students sometimes take their meals at different times, or separately.
The school on the move to up scale inclusion given the increasing numbers of learners with ASD.
Amaral, D., Dawson, G., & Geschwind, D. H Autism spectrum disorders. New York: Oxford University Press.

10. Action plan
Parents to be brought closer, by treating them as allies, and not adversaries. The opinions of parents to be considered.
Frequent meetings with the parents at personal level as opposed to waiting for the annual general meeting.
Creating a culture of inclusion by the school, starting from the top, down to the students.
Costley, D. (2012). A practical guide for teachers of students with an autism spectrum disorder in secondary education. London: Jessica Kingsley Publishers.

11. Action plan(Cont….)
Ensuring that students are together during recess, assemblies, and meal times.
Early and timely intervention through diagnosis.
Ensuring that there is a multi disciplinary team and paraprofessionals in place.
Amaral, D., Dawson, G., & Geschwind, D. H Autism spectrum disorders. New York: Oxford University Press.

12. Action plan(Cont…)
Mobilization of adequate resources and funds from the society.
Maximum utilization of community resources e.g., organization going around schools in order to train the teachers, ands services provided by the autism centers.
Putting in place a school community toolkit from where everybody can access relevant information about ASD.
Pierangelo, R., & Giuliani, G. A Teaching students with autism spectrum disorders. New York: Skyhorse.

13. Conclusion
Given that the prevalence of ASD is increasing, there is need that schools improve on inclusive practices.
An inclusive setting is the most ideal for ASD students since they can develop social skills and get support from peers.
There are a lot of challenges posed by ASD students in a school such as social cultural barriers.
The school has to address many issues in the next academic year, ranging from attitude to resources.