[EFFECTS OF INCLUSION ON STUDENTS WITH AUTISM]

By

Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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Abstract

In this study we try to explore the concept of “effects of inclusion on students with autism” in a holistic context. The main focus of the research is on “effects of inclusion on students with autism” and its relation with “effects of inclusion on students with autism”. The research also analyzes many aspects of “effects of inclusion on students with autism” and tries to gauge its effect on “effects of inclusion on students with autism”. Finally the research describes various factors which are responsible for “effects of inclusion on students with autism” and tries to describe the overall effect of “effects of inclusion on students with autism” on “effects of inclusion on students with autism”

Table of Contents

CHAPTER 1: INTRODUCTION1

Background of the study1

Research Aims and Objectives1

Significance of the Study2

Rationale/ Nature of the study3

Hypothesis/Research Question3

CHAPTER 2: LITERATURE REVIEW5

Theoretical framework5

CHAPTER 3: METHODOLOGY7

Research Basis8

Relevant Target Populations8

Complications9

CHAPTER 4: DISCUSSION AND ANALYSIS10

Educational Settings11

Discrete Trial Approach12

Naturalistic Behavioral Approach13

CHAPTER 5: CONCLUSION16

REFERENCES18

APPENDIX19

Chapter 1: Introduction

Background of the study

Nearly every professional in the field of education is familiar with the term inclusion, and most of them have a definite opinion about its merit. For over 2 decades, inclusion has been defined, discussed, dissected, and debated (e.g., Connor & Ferri, 2006). It has been praised as forward thinking and vilified as irresponsible. Now in the current era of school reform, attention is focused as never before on this often-mentioned, frequently misunderstood belief (Artiles, Harris-Murri, & Rostenberg, 2006; McLeskey & Waldron, 2007a). Thus, it is important to clarify the meaning of inclusion; examine the development of inclusion in American public schools; clarify the role of inclusion in contemporary education; and reflect on the risks, opportunities, and issues associated with it.

Research Aims and Objectives

A significant body of research supports the effectiveness of discrete trial instruction to teach a broad range of skills, including basic concepts (e.g., colors and shapes), academics (e.g., identifying letters), expressive and receptive language (e.g., labeling and responding to “Wh” questions), play behaviors (e.g., imitation of play actions), and self-help (e.g., dressing). Examples of using discrete trial instruction to teach alternative skills that replace undesired behaviors (e.g., requesting a break from work instead of throwing materials) also exist.

Significance of the Study

Discrete trial instruction is just one of many applied behavior analysis techniques that can be used to teach skills. It is a particularly important teaching tool because it breaks skills into small teachable units and provides a simple structure for learning. This appears to be very important for students with attention and distractibility concerns, who lack foundational skills important ...