Reflection
Studying SPE3002, Autism has empowered me with further understandings about ASD and equipped me with strategies to enhance students’ social, behavioural and academic success. Reflecting upon my engagement with this task, the course work and my growth as a preservice teacher, has made me realise that I must embrace the unique challenges that students with ASD present me. I respect and appreciate that people on the autism spectrum are unique and that each of their needs will be different. Likewise, there are many different ways to approach the care of a child with an ASD and I support the parents’ right to choose the best approach for their child. I fully believe that parents are experts on their child and must be listened to and used as a resource to support their child.
Assignment one was an enlightening experience in which I interviewed a mother of a child with an ASD. This provided me with an authentic understanding and insight into how an ASD can affect all stakeholders. This reinforced to me that every person with an ASD is unique and that their needs at school can only be met if there is a supportive team making adjustments to suit their particular needs. The mother shared both positive and negative experiences that they have experienced at her son’s school, and these experiences were often dependent upon the individual teacher and their ability or desire to accommodate her son.
The interview reinforced the necessity that I meet Standard Seven of the Australian Professional Standards for Teachers, ‘Engage professionally with colleagues, parents/ carers and the community’ (Australian Institute for Teaching and School Leadership Accessibility [AITSL], 2014). This is because routines and consistency play a significant role in the lives of people with autism as it helps to alleviate their anxiety and stress (Van Steensel, Bogels & Perrin, 2011). To facilitate this, it is essential to promote effective communication and collaboration between all stakeholders to ensure that strategies implemented at school, or in the home are reinforced in different contexts to promote consistency and generalisation of skills (Vincent & Martin, 2000).
Assignment two facilitated me to reflect upon issues faced by a student with an ASD and motivated me to thoroughly research the issue so I could develop effective interventions founded on current research. I feel that I have grown substantially during this course and I am confident that I can meet the needs of students with an ASD. I believe that I can identify the barriers to learning that each student with an ASD face and implement strategies to accommodate these. In doing so, I am meeting and exemplifying my ability to enact the Australian Professional Standards for Teachers, such as Standard One, ‘Know students and how they learn’ (AITSL, 2014).
As reinforced in the course readings and lectures, I acknowledge that it is also beneficial to seek additional help from appropriate specialist staff and allied health professionals to support me to integrate flexible and individually tailored educational approaches for students with an ASD. This professional practice is necessary, as reflected in Standards Three and Four of the Australian Professional Standards for Teachers (AITSL, 2014). That being, to ‘Plan for and implement effective teaching and learning’ and to ‘Create and maintain supportive and safe learning environments’ (AITSL, 2014).
Lastly, this course has inspired me to apply for positions in special need units in schools, as I believe that these special individuals have a gift that should not be viewed as a deficit. I would be honoured to support them in understanding themselves, to realise their potential and how they could use their special skills to become successful in the many different areas of their life.
Assignment one was an enlightening experience in which I interviewed a mother of a child with an ASD. This provided me with an authentic understanding and insight into how an ASD can affect all stakeholders. This reinforced to me that every person with an ASD is unique and that their needs at school can only be met if there is a supportive team making adjustments to suit their particular needs. The mother shared both positive and negative experiences that they have experienced at her son’s school, and these experiences were often dependent upon the individual teacher and their ability or desire to accommodate her son.
The interview reinforced the necessity that I meet Standard Seven of the Australian Professional Standards for Teachers, ‘Engage professionally with colleagues, parents/ carers and the community’ (Australian Institute for Teaching and School Leadership Accessibility [AITSL], 2014). This is because routines and consistency play a significant role in the lives of people with autism as it helps to alleviate their anxiety and stress (Van Steensel, Bogels & Perrin, 2011). To facilitate this, it is essential to promote effective communication and collaboration between all stakeholders to ensure that strategies implemented at school, or in the home are reinforced in different contexts to promote consistency and generalisation of skills (Vincent & Martin, 2000).
Assignment two facilitated me to reflect upon issues faced by a student with an ASD and motivated me to thoroughly research the issue so I could develop effective interventions founded on current research. I feel that I have grown substantially during this course and I am confident that I can meet the needs of students with an ASD. I believe that I can identify the barriers to learning that each student with an ASD face and implement strategies to accommodate these. In doing so, I am meeting and exemplifying my ability to enact the Australian Professional Standards for Teachers, such as Standard One, ‘Know students and how they learn’ (AITSL, 2014).
As reinforced in the course readings and lectures, I acknowledge that it is also beneficial to seek additional help from appropriate specialist staff and allied health professionals to support me to integrate flexible and individually tailored educational approaches for students with an ASD. This professional practice is necessary, as reflected in Standards Three and Four of the Australian Professional Standards for Teachers (AITSL, 2014). That being, to ‘Plan for and implement effective teaching and learning’ and to ‘Create and maintain supportive and safe learning environments’ (AITSL, 2014).
Lastly, this course has inspired me to apply for positions in special need units in schools, as I believe that these special individuals have a gift that should not be viewed as a deficit. I would be honoured to support them in understanding themselves, to realise their potential and how they could use their special skills to become successful in the many different areas of their life.