What strategies facilitate ASD learner’s engagement in an inclusive classroom in the same base as the others?

            According to the author Kassardjian &et al. (2014), it is conducted that, in general education, the teachers might not research the strategies that are proven to be effective. Education determines the integration of students by the ASD of their inclusive classrooms. It is important which extend the previous literature, to give the education of teachers that is the opportunity to pursue by the wide range of strategies which suit the unique student by ASD. The information which is collected, to help the enlighten the effective, as well as ineffective strategies, are using in the classroom to help the support of the students by ASD. The currents which are used to foster the inclusive education for the students by ASD, where the factors are related by the implementation of the interventions of the classrooms. Select the incorporate effective strategies in their own classroom, which ensure the students by the ASD that are thriving. Tools as well as strategies which are needed to adapt the requirements of the students by their needs. Thus, it is important the effective strategies which are used through the general education of the teachers by their inclusive classrooms. The award of the ASD is based on the evidence of the strategies which promote the successful inclusions. The strategies which might be the effect on the student strength, characteristics of knowledge, meaningful participation along with social communications.  The successful intervention for strategies that may be argued that one or more options which are used for a foster inclusion for the success of the students with ASD. Build the social as well a communication needs, to support the students by ASD where the first steps are to access the voice of the students (Kassardjian and et al).

         By the ASD, the teaching students need specific strategies along with the approaches by where the general educations of teachers are not familiar.

There are following strategies which facilitate the ASD learners for the engagement of the inclusive classroom as the same base for the others;

Social integration

Academic engagement

Improved communication

Enhanced positive behaviour’s

         It is important for the teachers who recognize as well as know the value of the strategies to help the students to obtain educational success.  More than one student who lie on the ASD continuum which being educated for the inclusive classroom along with the teachers who faced the establishing strategies for the success of students. The facilitating success of the inclusion of the student by the ASD in the inclusive classroom to provide the tools and strategies which is used successfully to support the student by ASD (Vaiouli).

 Examination of underlying theoretical framework(s)

  Criteria

A theoretical framework that underpins inclusive education is examined

The theoretical framework that underpins inclusive education is justified in relation to the issue and the educational context.

Implications of using the framework to analyse the issue and educational context are critically evaluated.

            To answer the following questions, my professional knowledge is extended in which first of all, identify the theoretical framework which informs the literature interpretations that is discussed in this paper. Then directly address both sub questions through the discussing of several barriers that faced the ASD learners for the inclusive classroom, as well as identifying the various strategies which are used to support the learner for the engagement of the literacy class. Then the conclusion of this discussion is to identify the impact of the investigation which has an impact on the future practice for the educators that are also summarized in what way the interactions is presented by the address of the paper , and it's overarching of the research questions.

            Now into the discussion, regarding the specific needs for the learners in the classrooms, as well as in what ways, the others are involved in supporting them, then the theoretical knowledge is acknowledged by me, which is underpins of the literature understanding that is discussed in the paper. The learning process, according to the belief, where the learner is supported through the various individuals, and its construct the knowledge regarding the world around them. There is the view, which is present in this work as well as the Dewey theories which are particular of his theory and it is relating to the social communication along with the education plus the experiences. The beliefs of the Dewey theories for the education of the objective which is prompted the moral, significant, moral, mental, physical as well as the social headway of the students for the school society. The origination of the Dewey theories is just for citizenship for social communication stress as well as it’s created a shared interest. For the opening, gets ready at the schools, where the obligations, as well as experiences for the adult life, is believed on the Dewey theories for the learning of the human beings by the hand owns approach, as well as the Dewey theories, suggest the learning of the child by the socialization practice by the others over the time which is internalized of his learning as well as to respond the accordingly without the assistance from the others (Tapia).

            Social practice is very collaborative in nature as well as acknowledges the social influences for the constructionist has the individuals what they learn about the world around them (Chandler and et al).

            According to the Dewey theories, the children views, which are very active for the social agents and it is constructing along with the learning experiences in the social filed, like formal education. The theoretical view of the educations which is added, to address the issue of beings, which is becoming the primarily turn of Dewey theories in 1916, and did is the classical framework of the education as well as Democracy along with the growth of his concepts.  

            In the witting of the Dewey theories which does not look, for the different methods, of a unite that is separated, instead of the present of rejections by these separations of the pre-given divisions.  

            In the relation of the professional as well as learner context, the discussion is about them; I am seeking which I can understand and in what way to support by the ASD which engaged by the literacy in the inclusive educations.

            The learning of the Dewey theories which lends itself, and it's understanding in what to obtain this, for examples

            The students which are disabled , dislikes the method that is stagnating the special education to support the therapies along with the various specialist needs to associate by the others on the basis of the impairment which separate the peers in the regular class as well as interfacing the friendship (Davis & Watson, 2001; MacArthur, Sharp, Kelly, & Gaffney, 2007).

            In my views, the theoretical framework, which is suited for the discussion dues to its take into the accounts of the influences of the attitudes towards the learners by the disability, in what way the development is influenced the inclusive projects plus in what way the peers attitude is towards the classmates, by the disability to develop the positive social contract of the school of mainstreams.

            The interactions by the learners with the disability, where the new opening is the venues according to the practice of the inclusion as well as the participation is encouraged to need the variations of practice (MacArthur,).

            For example, the teachers, which should take the time to understand, as well as to learn about the capabilities of the students, which is provided to the students , and it appropriate types of eth support which requires the become successful learners.

Examination of legislation and policy relating to the issue

CRITERIA

Policies/legislation that relates to the issue is critically examined.

The links between legislation/policy, research and literature, and the theoretical framework are critiqued.

RESOURCE:

        The education is measured through the provider which is implemented, and it is enabled for the students that are participating in the programme or course, and the student is enrolled as well as it uses the services along with facilities which are provided through the same basis, and the student without the disability, involves the measures.

a) The activities of programme as well as course, which is sufficient for the flexibility of students and it is able to participate them,

b) The requirements of the programs as well as course is reviewed , where the light information which is provided through the students and it is associated with the students , and it involves in the activities where the students are participates

c) The programs which are appropriate and it is necessary for the enable of the participation through the students which are negotiated, and implemented and agreed.

d)  The program as well as course  which necessarily involves the activity that is the student is not participating, and it is offered to the students where the activity which contributes the reasonable subsidies by the context of the overall aims in the program and course.