Interventions in Co-Teaching
Many factors can cause autistic children to have meltdowns. Not having what the child needs, inability to do what he or she wants to do, inability for the child to control external stimulants, and often the child's failure to maintain internal stimulants are all factors that contribute to agitation (Klaw, 2006, p. 5).
In a classroom setting
Not being allowed to do what the child wants or being told no by the other students can lead to a breakdown. It is essential to de-escalate an agitated child. Consequently, if faced with a situation in which a child becomes restless, I would first of all become the child's friend other than oppose what he/she might want, the second step would be to give the child a break away from the group so the he/she can have time to process the issue. Thirdly I would incorporate visual support and try to figure out what the problem was and try to assist him/her sort out the issue in a way that makes both the student and the teacher happy (Klaw, 2006, p. 11).After a meltdown in class and every child has settled, I would then gather the students so as to discuss the events that has just occurred. I would encourage the children that it's okay for one to express their emotions if they did not agree with anything. I would also explain that some people have problems with things such as changing from one subject to another, sharing and also someone can also feels bad when they do not receive what they want. That is nice to communicate one's desires in a proper manner. I would also discourage them from throwing tantrums and educate them on how best to communicate their displeasure in a situation. By talking to them, children are able to understand and actually be empathetic to others (Brooks, 2015, para. 16 and 17). An empathic child will always exude positive characteristics such as kindness and respect in situations such as meltdowns (Brooks, 2015).After the situation has all been settled, I would later have a discussion with the autistic child. During this discussion I would act situations like the ones that got the child upset. This is during his/her relaxation time. While acting out these situations, I would help the child devise ways to react or handle such occurrences. According to Klaw (2006), children with autism can also learn, though many have limited insights to their own behaviors (Klaw, 2006, p. 12).
If working with a co-Teacher
If working with a co-Teacher in a classroom, we would agree on a method that works by ensuring the students learn together and that none feels the frustration of being left behind. For instance, we would come up with an approach that one of us gives the instruction, while the other walks around the classroom looking out for those who need special assistance so that none of the children feels neglected. Also the other teacher could be monitoring the behaviors of the kids to prevent outbursts as the lessons go on.
The support we would require
The support we would require from both the parents and the school administration. This would range from the parents moral support of understanding, to the school altering the basic setup of a classroom so as to be all inclusive. Also the department of education would be required to develop curriculum to accommodate children with autism. This will enable the students to learn in an environment that accepts and acknowledges them also which is a requirement of the federal law (Science, 2007).According to the code of ethics for special needs educators, the identity of the child wand all other information regarding his/her family should remain confidential (Wendt, 2012, pp. 16 - 18). Teachers are also supposed to ensure that children with autism are included with their peers. The inclusion should be made possible (Wendt, 2012, pp. 10-11). The federal law recommends that children with challenging behaviors, especially if it results from disability can be removed from a setting but this is only if the behavior results from a disability. A task team has to be formed to evaluate the situation (Wendt, 2012, pp. 12-15).
References
Brooks, A. (2015, September 14). 10 Tactics for Dealing with Tantrums in the Classroom. Retrieved from http://www.rasmussen.edu: http://www.rasmussen.edu/degrees/education/blog/dealing-with-tantrums-in-the-classroom/
Klaw, R. (2006). Thoughtful Response.
Science, D. o. (2007, September). SPECIAL EDUCATIONAL NEEDS: A Continuum of Support. Retrieved from www.education.ie: https://www.education.ie/en/Schools-Colleges/Services/National-Educational-Psychological-Service-NEPS-/neps_special_needs_guidelines.pdf
Wendt, K. (2012, August 7). Ethics Teaching Students With Autism Spectrum Disorders. Retrieved from www.slideshare.net: https://www.slideshare.net/suziw/ethics-teaching-student-with-asd-13579584
