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Autism is a term that is used to refer to a neurological disorder that is as a result of abnormalities in the brain. Research has shown that part of the brain that is involved in processing emotions do not develop normally in persons with autism (Gargiulo & Metcalf, 2012). In an inclusive setting, teaching children with autism, special needs education teachers need to bear in mind the following principles of teaching. These principles include providing children with concrete experiences, giving Autistic children individualized attention, sharing of resources, learning by doing and unifying experiences (Green & de Boer, 2005).
Army, like other children with autism, may not always be motivated by the task that [url=http://www.rtnagel.com/louboutin.php]louboutin pas cher[/url] she undertakes, and as a result, may not always require motivation and reward system to encourage her to finish her work, without engaging in hand flapping. Therefore, teachers need to bear in mind that [url=http://www.ilyav.com/uggpascher.php]ugg pas cher[/url] the level of motivators and reward are related to the child's special interest, level of motivation and cognitive skills. Besides, there are different stereotypic behaviors, as well as, reason why children engage in such behaviors (Cobbe & Ngugi, 2008).
An IEP is a teaching [url=http://www.achbanker.com/home.php]hollister france[/url] strategy that can be used in teaching children with special needs, like Army. IEP is a written plan that describes what the teacher will do together with [url=http://www.achbanker.com/home.php]hollister[/url] the other professional in order to meet the special and specific needs of a learner. Theoretically, an IEP should be designed by a multidisciplinary team, which consists of the special educational need teacher, the regular teacher, parents, the learner, an assessment teacher, together with other professionals like a psychologist of therapists among others. An IEP is composed of the following major components, which include student information, the learner's present level of [url=http://www.mquin.com/giuseppezanotti.php]giuseppe zanotti pas cher[/url] performance, long and short term objective, evaluation procedure and criteria, special needs education and related services, implementation period, which include the time to start and stop or end the program and evaluation (Otiato & Kithure, 2007). An IEP designed to be used by Army is attached at appendix.
The Learner's Present Level of Performance Amy is in year 5 and has Autism. She tends to be a loner, preferring her own company to that of other children. Amy has [url=http://www.1855sacramento.com/woolrich.php]woolrich outlet[/url] delayed language development and will sometimes start flapping her hands in the air when she is feeling frustrated. The other children in the class tend to try to avoid Amy and often comment that "Amy is weird".
Army's present level of performance in social communication, in comprehension score of 35 per cent and oral composite of 42 per cent and adaptive behavior, include an oral expression score of 40 per cent in the adaptive behavior scale. Besides, a comprehensive receptive and expressive vocabulary score of 35 per cent was realized by Army.
Long and Short Term Objective
Short Term Objectives
• Army to practice spontaneous greeting of adults, and peers
• She will need to establish and sustain eye contact and say "hi" to a number of adults and her peers. This will need pull outs at least in three distinct settings without prompts.
• Army will be able to introduce herself to unfamiliar peers and adults.
• Army will raise her hand and [url=http://www.mansmanifesto.fr]doudoune moncler[/url] wait to be called on before talking aloud in her group that she works with.
• Army will work in cooperation with her peers in groups to share materials, as well as, share different thoughts.
Long Term Objectives
By the end of the school year, Army will be able to:
• Improve on social communication and expressive language skills.
• Maintain a conversation with [url=http://www.1855sacramento.com/peuterey.php]peuterey[/url] adults and her peers for a minimum of three conversational turns in unstructured and structured [url=http://www.maximoupgrade.com/hot.php]hollister france[/url] chances.
Evaluation Procedure and Criteria
The evaluation will include classroom observation in which teachers will observe the progress that Army makes in regard to achievements in social interaction and communication. Teachers will also look at sample work done by Army. Other evaluation methods include teacher made tests, data collection that is in regard to the conversations that Army have [url=http://www.mquin.com/giuseppezanotti.php]giuseppe zanotti sneakers[/url] initiates, and maintained. Teachers can also ask verbal questions in [url=http://www.rtnagel.com/airjordan.php]nike air jordan pas cher[/url] classroom.
Special Needs Education and Related Services
Since in [url=http://www.gotprintsigns.com/hollisterpascher/‎]hollister paris[/url] the course of learning, Army will be engaged in games; therefore, she will need the services of an adaptive physical educator. Besides, she also needs the services of a speech and language therapist. Finally, occupational therapist will also be required to help Army improve on her sensory integration. These are summarized and scheduled in the table below.

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