There are three main types of education models used for individuals with autism spectrum disorders. You will find some autistic individuals educated in self-contained classrooms while others are either mainstreamed or educated in an inclusive classroom. These three autism education environments are commonly found in public school districts. Private schools, some dedicated solely to individuals on the autism spectrum, may utilize other educational settings.
Self-contained Classroom
Autistic individuals who are taught in a self-contained classroom stay in the same classroom for their entire day. They are taught alongside their peers; in addition to individuals with autism spectrum disorders, the classroom may also contain those with cerebral palsy, Down syndrome, and other developmental disorders.
The self-contained classroom setting is beneficial for individuals who need the most assistance. The student to adult ratio is often small, allowing for more individual attention for the students. In addition to the small classroom size, some rooms dedicated to autistic children are set up with their sensory needs in mind.
It is not uncommon to see a room with no fluorescent lighting, minimal wall decorations, and even soft music playing. These rooms cater to the needs of those that are sensory-sensitive allowing them to focus on the learning experiences presented in the classroom.
Mainstreaming
Mainstreaming occurs when a student spends part of his day in a self-contained setting and the other part of his day in a regular education classroom. Mainstreaming usually only occurs for extra-curricular and non-academic activities; art, music, and drama are all subjects for which mainstreaming is common.
The main benefit of mainstreaming is that the child receiving special education services is able to receive the support he needs while in the self-contained classroom setting, yet he gets the opportunity to participate with typically-developing peers. Both groups of children can learn from each other while taking part in these extra-curricular activities.
Inclusion
The inclusion model of education is when a child with an autism spectrum disorder is educated in a regular education classroom along with his typically-developing peers. Children educated under this model usually only need minimal support from the special education department and can benefit from grade-level specific academics.
Inclusion is beneficial for individuals on the autism spectrum as they spend their day alongside typically-developing peers who can serve as role models for social interaction. In a 1994 study by Baker, Wang and Walberg, it was discovered that “special-needs students educated in regular classes do better academically and socially than comparable students in non-inclusive settings.” Inclusion is often the goal for those who fall on the higher functioning end of the autism spectrum.
These three approaches to educating individuals with autism spectrum disorders are quite different. Placing your child in the appropriate classroom setting will directly contribute to his academic success.
For more autism information read Autism Therapy Choices and Biomedical Therapies for Autism.
Reference
Baker, E.T., Wang, M.C., and Walberg, H. J. (1994). The effects of inclusion on learning.
Educational Leadership, 52 (4), 33-35.
