Introduction of Positive Communication with Autism Students in Inclusive Classroom

             It is a fact that in a classroom setup, it is hard for teachers to individually deal all the students, but there can be situations, where teachers have to come up with such strategies, because students are mentally vulnerable and challenged, and they need extra care with some extra classroom inclusion activities. The students with autism spectrum disorder (ASD) are the ones, who may have particular needs with their communication, learning as well as social skills. So, teachers in inclusive classrooms have to fulfill these unique needs demanded by the primary school students having ASD. The students with ASD are not like other normal students, and teachers can’t deal with them like normal students, as they cannot communicate or respond like them in a classroom setting. They need to have extra care and unique strategies so that they can be able to compete well in the classroom, and communicate effectively so that they can also learn like other students (Kluth). In this paper, the focus will be given to literature review to answer the following research questions, and to find out that how things can go in right direction in this regard.

Research Questions of Positive Communication with Autism Students in Inclusive Classroom

 How the teacher can communicate with students with ASD effectively in a literacy class for primary school students (grade 2) in an inclusive classroom to build positive relationships?

What strategies can the teacher use to build positive relationships and support teaching literacy for students with ASD in a literacy class for primary school students (grade 2) in an inclusive classroom?

Review of Literature of Positive Communication with Autism Students in Inclusive Classroom

         It is a fact that lots of research has been done to see that what developmental impact a student may feel when they are handled with unique strategies in inclusion classrooms, especially when they are diagnosed with ASD. According to a research study by Aller (2017), it was revealed that when it comes to inclusion classroom settings for ASD students, the educational setting along cannot be good enough for their learning and proper communication, But there are few other factors, which needs to be kept in mind so that in inclusive classroom, the students with ASD can have as much as possible capabilities to develop and grow, and communicate well. The research found out that teacher preparedness, social interaction, age etc are crucial factor which play their part in making developmental impact on ASD students (Aller)

Positive Communication in Inclusive Classes in Literacy Class

            In literary class of an inclusive classroom, the positive communication is indispensable for the students with ASD; otherwise it is hard to enhance their learning experience. So, here are few strategies to encourage and apply positive communication in an inclusive classroom:

Listen Student’s Voice of Positive Communication with Autism Students in Inclusive Classroom

             It is important to keep in mind that students with ASD come up with so many challenges for school communities, and schools have to respond quickly and positively to overcome these challenges so that ASD students can enhance their overall learning experience. The first thing to do for teachers and school community is to listen to the voice of ASD students. A research study revealed that when students are listened properly and carefully, and when they are given this confident that their concerns and issues are being heard with care, then school community was able to develop a positive classroom environment, which is not only collaborative, but social and supportive as well. Such learning environment is crucial to get positive communication with ASD students (Saggers, Hwang and Mercer).

Face to Face Contact of Positive Communication with Autism Students in Inclusive Classroom

            It is important to understand the fact that students with ASD can struggle with many things in the classroom as they are different from normal students. One of the issue ASD students struggle with is face to face and natural interaction with others. So, when teachers are looking to create a positive communication culture in inclusive classroom for ASD students, then they must help students in this issue. They should encourage more face to face contact so that ASD students can get better in this regard. It will not only create a positive class environment, but it will also allow ASD students to react more naturally, and respond confidently with face to face interaction. This wonderful class experience can also allow them to do the same in other social environments as well. So, face to face contact is an important strategy for teachers to apply in an inclusive classroom (Lindsay, Proulx and Scott)

Strength Based of Positive Communication with Autism Students in Inclusive Classroom

             The teachers must understand that in any given inclusive classroom environments, the weaknesses and disabilities are obvious things to happen, and it is certainly important to look at those weaknesses and deficits of ASD students. The teachers should develop communication patterns to deal with those weaknesses in a positive manner. But other most important strategy for them is to focus on strengths of these ASD students. They have to develop strategy of assessment based on strengths of these students. When teachers will do so, they will be able to know that what social, broader as well as personal strengths each student has, and which areas needs improvements in this regard. This positive attitude will allow ASD students to function well and focus on their strengths to keep moving forward in right direction (Cosden, Koegel and Koegel)

Communication with Students with ASD in Literacy Class in Inclusive Classroom

            The teachers have to understand that they must develop communication patterns, which are good for students with ASD in literary classes of inclusive classrooms. Here are some of the proposed strategies:

Lesson Preparation of Positive Communication with Autism Students in Inclusive Classroom

             In literary class of inclusive classrooms for ASD students, it is important for teachers to understand that these students are not the ones, who will follow a standard lesson plan; rather each student has unique needs to follow a lesson plan so that they can thrive in such learning environments. It means that lesson preparation should be done along with ASD students by keeping their unique needs in mind. It has been observed that when lesson plan is prepared with ASD students, and it is formatted accruing to them, then these students thrive and learn more quickly than any other method (LEACH and DUFFY)

Preparing the Students of Positive Communication with Autism Students in Inclusive Classroom

             Giving Emphasis to Positive Behaviors: The students with ASD must be given a positive learning environment so that they can be bale to learn positive behaviors. By emphasizing on positive behaviors, things will drastically improve in the personality of ASD students. It was observed by various scientists that positive behaviors can be developed by motivating and encouraging these individuals. When students with ASD are provided with toys, prizes, stickers, gifts as well as when they are acclaimed verbally for their efforts, it really motivates them to involve in more positive behaviors (Larkey)

            Using Stories as a Learning Tool for Students: The students with autism are challenged in many ways, and to develop their social interaction and skills, it is important to get them in a mindset, where they can understand social contexts. The best thing to do in this regard is using stories as a learning tool. The early proficiency learning can be important in terms of getting attention of ASD students by words and stories, which are interesting. To compose testing for these students, various confinements can be used like hearing, vision, formative, neurological, physical, and social. The students with ASD can be more positive in nature, when they are involved in interesting and interactive stories, and when these stories are used as a learning tool with them. When ASD students are exposed with learning stories, the great thing about this strategy is that it allows them to make their own decisions, which is based on learning experiences (Sani-Bozkurt, Vuran and Akbulut)

Conclusion of Positive Communication with Autism Students in Inclusive Classroom

              It can be concluded that it is indeed very important for teachers to understand the individual requirements of each and every student in the class whether it is an inclusive classroom or not. There are some specific students who lack communication and expression skills which make them draw themselves back and not advance in the society. One such example is students with ASD. They are unable to communicate properly and their learning in schools suffers due to that. In order to make sure that they are advancing properly, teachers must be used to listening to the voice of students. Furthermore, it is significant for teachers to prepare students in face to face interaction. Gradually, the process will cure the tendency of students with ASD to stay behind and not interact with anyone. In inclusive classrooms, teachers must also use stories as learning tools for their altruism students.

Recommendations of Positive Communication with Autism Students in Inclusive Classroom

            At present, cases of students with ASD are increasing and they face difficulties in schools when they are unable to communicate properly and interact in the common academic activities. Moreover, there is a small number of schools with inclusive classrooms that allow every type of student to get education. It is recommended that more schools operate inclusive classrooms to make sure that every student is getting educated properly. This way, students with altruism disorders will be cured and they will be able to be effective members of societies in the future. Additionally, there is a lack of research in the aspect of teaching students with altruism disorders and gradually curing their inefficiencies along the way. When there is a good number of studies on the topic, a suitable way to the solution will be figured out. It would even better if teachers are given training to deal with the individual requirements of students.