Inclusion in Education With Specific Reference to Autistic Pupils

AN ANALYSIS OF INCLUSION IN MY WORKPLACE WITH SPECIFIC REFERENCE TO AUTISTIC PUPILS
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1 Introduction
Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder that affects communication, social interaction, and behavior. ASD is characterized by difficulty with social interaction and communication, repetitive behaviors, and restricted interests (Lord et al. 2020). ASD can range from mild to severe, and individuals with ASD may have a wide range of abilities and challenges. Notably, ASD is a spectrum disorder that affects each individual differently. Some individuals with ASD may be highly functioning and may be able to live independently, while others may require significant support and accommodations to participate in daily activities.
Autistic pupils in the UK may face a number of challenges in the classroom, including difficulty with social interaction, communication, and sensory processing, as well as higher rates of anxiety and depression. These challenges can make it more difficult for autistic pupils to succeed academically and fully participate in the classroom. One main challenge for autistic pupils in the UK is the lack of understanding and awareness about autism among many educators and the general public, which can lead to misunderstandings and stereotypes about the abilities and potential of autistic individuals and may result in discrimination and exclusion (Turnock, Langley and Jones 2022). Another challenge for autistic pupils in the UK is the lack of appropriate support and accommodations in many schools. Many schools may not have the necessary resources or trained staff to meet the needs of autistic pupils, leading to difficulties in accessing the curriculum and participating in class activities. Arguably, autistic pupils in the UK may face significant challenges in the classroom, and it is important for educators and the school system to work to address these challenges and promote the inclusion and success of autistic students.
2.0 Exclusion
There are a variety of ways in which autistic pupils may be excluded from mainstream classrooms. It is important for schools and educators to be aware of these issues and to take steps to ensure that these pupils have the support and accommodations they need to fully participate in their education.
First, autistic pupils are excluded from the education system when they are placed in special education classrooms or schools. While these settings may provide specialized support and resources, they may also limit the opportunities for these pupils to interact with their non-disabled peers and participate in the same activities and curriculum. Research suggests that autistic pupils can be housed in a normal classroom without requiring a significant culture change (Conn 2019). However, autistic pupils have experienced pervasive exclusion driven by the view that the communication and movement challenges of autistic pupils may make them unfit for inclusion in traditional classrooms (Conn 2019). To this end, most learning institutions believe that the learning and communication challenges associated with autistic pupils may make it hard for them to fully take part in traditional classrooms.