Educational Landscape for Students with ASD, ADHD, ID, and EBD

Contemporary Special Education
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Navigating the Educational Landscape for Students with ASD, ADHD, ID, and EBD
Several disabilities can impede children's learning and social experiences, including autism spectrum disorders (ASD), attention deficit hyperactivity disorder (ADHD), Intellectual Disabilities (ID), and Emotional Behavioral Disorders (EBD) (Deborah Deutsch Smith et al., 2018). Each condition poses unique challenges to the individuals affected, as well as those around them. For instance, children with ASD often struggle to communicate and interact socially, as they may lack understanding of social cues or find it difficult to make eye contact or converse. Additionally, they may exhibit repetitive behaviors or fixate on certain topics or objects, which can hinder their ability to make friends or participate in group activities. ADHD, on the other hand, is characterized by difficulties with focus, restlessness, and impulsivity. These symptoms can inhibit children's ability to absorb information and follow instructions in a traditional classroom setting. ID is often marked by below-average intelligence and difficulties with communication, self-care, and social interactions. Extra school support is often necessary to help individuals with ID understand concepts and complete tasks, as well as to facilitate their transition to adulthood and independent living. Finally, EBD is associated with disruptive behaviors such as aggression, defiance, and tantrums. Individuals with EBD may find it difficult to regulate their emotions, which can disrupt relationships and the learning environment.
The Individuals with Disabilities Education Act (IDEA) provides some protections and rights to students with disabilities (Wise, 2017). For example, the law requires that schools provide all students with disabilities a Free Appropriate Public Education (FAPE). This means that students with disabilities must be given access to the same educational opportunities as their non-disabled peers, without having to pay any fees or charges. Another key requirement of IDEA is that students with disabilities must be educated in the Least Restrictive Environment (LRE) possible. This means that schools must try to place students with disabilities in general education classrooms, rather than in separat...