Critical Issues of Diversity: Communication

It is important for teachers to understand the severity of these statistics and how it can cause
a number of different challenges within the classroom. Understanding this and accommodating for
these challenges while teaching the class will allow for all children to participate, creating an
inclusive classroom.
Walsh (2012) stated that in 2017, there were 3, 849, 225 students in Australian schools that
were identified with diverse backgrounds and have a range of different experiences that each
individually come with a range of different learning needs. It is believed that it was not until the
1970s that students with disabilities were integrated into an educational setting and received the
support they needed.
Critical Issues of Diversity
Within todays current society, teachers are expected to make accommodations for students
within their classroom and to cater for their individual needs. In order for classrooms to have the
best learning opportunities and environments that cater to all needs, teachers need to
understanding the diverse needs of all children within their classroom (Foreman 2011, p. 3).
Children with disabilities face a number of challenges throughout their education, ranging
between challenges in english, physical education, writing and so many more areas that are
important and vital for their future. Specifically ASD students often have difficulty in communicating
towards their peers and teachers as well as finding it difficult to follow instructions and facial cues
from the teacher and this jeopardizes student learning (Goodman & Williams 2007, p.53). Other
critical issues that can compromise the learning of students is differentiated learning and structure.
An important role for educators is to make accommodations for students and adjust
their learning activities to suit and support students with a learning difficulty. Changing the way
knowledge is acquired instead of changing the topic. Using students interests to further help
their developmental needs. It is becoming more important for teachers to meet the needs of
all students within their classroom, and use effective teaching strategies that ensure that every
student is receiving the best educational experience they can (Leblanc et al. 2009).
Communication
Every person with autism has problems with social interaction and behaviour, but the extent
and type of problems may vary (2000). Communication is a major issue in schooling when it comes
3
to teaching children with ASD. Reading, comprehension, processing, language difficulties and
communication are all challenges that students with ASD face (Woolley, 2016). Some of the
language difficulties that students are struggling with is difficulties with non-verbal communication,
lack of eye contact, inappropriate facial expressions, lack of expressive language skills and restricted
vocabulary. People with autism have difficulties with language and speech, compared to children
that do not. Some are non-verbal and others may have limited vocabulary with functional
deficiencies (social use of words). When teaching students with ASD it is important to consider the
way they learn, simplifying the content will not develop appropriate skills in creating an inclusive
classroom, but through using the correct techniques learning will become flawless (van
Kraayenoord, 2007). ASD children can be affected by the noise level of the classroom and this can
be a major distraction to not only the child but the rest of the class.
Accommodations
Effective planning for supporting students with Autism is important and in order to
accommodate for communication within a classroom is to create an environment that
encourages the use of social interaction. Through creating more small group work and
collaborative working, students build upon their self-confidence and overcome
challenges they would be facing alone. Setting goals throughout each lesson in order to
show what needs to be accomplished. In relation to the behaviour that some ASD
student portray, providing an area within the classroom for the students to de-stress will
give the student more control over their emotions. Due to the impact that noise level has
on students with ASD, teaching the other students about what noises are appropriate for
what time.
Differentiated learning
Differentiated teaching happens when the teacher structures a lesson to adjust the material
being covered and ensures that students will provide the guidance that they need to learn and
excel at different starting points. Through using differentiated learning, activities, assessments,
content each change in order to match the needs of all students (Darrow, 2015). Teachers will
continue to have students with various needs and abilities in their classroom and it is important that
we understand how to cater for the variety of needs.
Accommodations
4
An accommodation to create a more inclusive environment and in order to cater for
differentiated learning is through using assistive technology. The use of technology
within classrooms creates a medium that all students are able to use, creating a more
inclusive environment. Devices such as tools and software’s aid in enhancing students
learning experiences through making it more motivating to learn (Lersilp, Putthinoi &
Chakpitak, 2016). These days the involvement of technologies in classrooms is
becoming of a standard and for students with ASD it provides them with a simple but
effective way to teach and understand. Some of the assistive technologies that are
currently seen in classrooms is often iPads and laptops which are used within classrooms
for students who are unable to use pencils, larger text and clearer font on documents,
using Brail for those students that are visually impaired. These each help an individual
child succeed and be active participants in their learning.
Schedules
Children with ASD, often find it very difficult to handle a change of routine or unstructured
situations. Therefore, providing students with structured tasks and clear and concise instruction can
help. When schedules change, it can cause anxiety for the child with ASD therefore, ensuring they
have enough time to prepare for any change, including relief teachers is beneficial in limiting the
anxiety. ASD students love routines and rules as it gives them structure and familiarity as they have
to know what is expected, when this changes they find it hard to adapt to change. When it comes
to managing distractions within the classroom, teachers need to consider how this affects the child
with ASD and have a range of management strategies on hand (Sullivan, Johnson, Owens, &
Conway 2014, p. 45).
Accommodations
One of the most recommended approaches to helping students with ASD is through
the use of visual aids (Yunuas, Salehi, John 2013, p. 114). By adding visual aids to the
teaching of literature, students and texts become actively involved. Use visual aids such
as images , videos and diagrams, students are encouraged to read text with curiosity and
grasp it more quickly as well as helping students in visualising (Yunuas, Salehi, John
2013, p. 114). When Implementing the routines and timetables in order to make the
classroom consistent also contributes to the stress of these students.

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What challenges do students with Autism Spectrum Disorder (ASD) face in the classroom?

What accommodations can teachers make to support students with ASD?

It is important for teachers to understand the severity of these statistics and how it can cause

support they needed.

Critical Issues of Diversity

accommodate for communication within a classroom is to create an environment that

collaborative working, students build upon their self-confidence and overcome

we understand how to cater for the variety of needs.

differentiated learning is through using assistive technology. The use of technology

Chakpitak, 2016). These days the involvement of technologies in classrooms is

child succeed and be active participants in their learning.

Conway 2014, p. 45).

classroom consistent also contributes to the stress of these students.

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