Autism can be described as a condition that hinders the forming of relationships and communication in learners (DeStefano et al., 2014). Apparently, it is a typical situation in most learning institutions thus implying that educators should demonstrate a high degree of professionalism and competence to assist students who are caught in such mix-ups. Thus, as an educator in the presented case scenario, I will recollect myself together and come up with an intervention measure that will help the student whose learning course is being constrained with autism. Understandingly, the primary objective of teachers is to ensure that other than ensuring that their students have been controlled in class sessions; they should also gain from the teachings regardless of their disparities (Sterling-Turner, Robinson & Wilczynski, 2011).
Thus, the first measure will be to try and avoid the use of group discussions in all class sessions because it is seemingly the trigger of the autism condition in the student. I will also try to develop a measure that will distract the student from the possible meltdown in the events where he may be demonstrating and upcoming meltdown (Sterling-Turner, Robinson & Wilczynski, 2011). In that case, I will introduce something that the student likes to try making him happy. In that same regard, I will try to come with the most convenient way of making the child safe while in a class by ensuring that the triggers of the meltdown such as the outburst from the classroom are addressed accordingly. I will also design and equip the classroom in a manner that meltdown kits will be made available. Understandingly, meltdown kits will prove to be pivotal during meltdowns because it will restore the student to normal by ensuring that his/her attention has been deviated from the triggers. The kits will include body socks or even the child’s favorite toy. Finally, I will always ensure that maintenance of good communication relationship is a primary priority. For instance, I will always go ahead and share all my decisions such forming group discussions before their implementation (Sterling-Turner, Robinson & Wilczynski, 2011).
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After the meltdown, I will brief the class members about the implications of their responses (Sterling-Turner, Robinson & Wilczynski, 2011). That means that other than offering a stunning warning to avoid future outbursts, I will make the whole scenario apparent to the entire classroom. For example, I will enlighten the students about the significance of maintaining a low profile in situations that could trigger outbursts. I will also insist on why the students should support each other despite the disparities that they have. That means that they should maintain healthy relationships even in groups. Finally, I will make it concise to all the class members that there will be punishment for outbursts in the upcoming class sessions to avoid a repeat of the same. Likewise, I will also promise to reward students who will behave positively towards their counterparts who is seemingly suffering from autism to encourage calmness (DeStefano et al., 2014).
I will share the concerns with my co-teachers because to ensure that a lasting solution to the problem is found. For example, we will discuss on how to organize the classroom or even equip the school to create a healthy environment that could support learning courses of students with different complications and disparities. It will also be a necessity to discuss some of the legal and ethical concerns that relate to autistic conditions amongst the learners (DeStefano et al., 2014). For instance, there should be a zero rejection to such students. In addition to that, each student should be provided with assessments to determine whether they suffer from autism or not. It is also legal that the school should readjust its operational structure to incorporate individual education programs that could be used for students who are autistic. The school through the cooperation of the teachers and the students should try and create a least reactive environment possible. Parental participation should also be integrated as part and parcel of the operations of the school (Sterling-Turner, Robinson & Wilczynski, 2011).
- DeStefano, F., Bhasin, T. K., Thompson, W. W., Yeargin-Allsopp, M., & Boyle, C. (2014). Age at first measles-mumps-rubella vaccination in children with autism and school-matched control subjects: a population-based study in metropolitan Atlanta. Pediatrics, 113(2), 259-266.
- Sterling-Turner, H. E., Robinson, S. L., & Wilczynski, S. W. (2011). Functional assessment of distracting and disruptive behaviors in the school setting. School Psychology Review, 30(2), 211.
