Posted: August 27th, 2021
Annotated Bibliography: An Art of Educating Children with Autism and Similar Disorders – Tips For Parents and Teachers
Cook, Anna, and Jane Ogden. “Challenges, Strategies and Self-Efficacy of Teachers Supporting Autistic Pupils in Contrasting School Settings: A Qualitative Study.” European Journal of Special Needs Education, vol. 3, 2020, doi:10.1080/08856257.2021.1878659. Accessed 30 July.
Cook and Ogden assert that among instructors support learners with special requirements. Still, many do not have the knowledge and confidence to support autistic learners. The deficiency can have severe implications on their learning processes. Nevertheless, Cook and Ogden emphasize that effective teaching of autistic learners requires teachers to exhibit the appropriate attitudes. For example, teachers need to regard learners with autism in the same way as other students. Another factor that Cook and Ogden identify as essential when teaching autistic learners or those with a similar condition is creating a learning environment that promotes learning.
Several factors make the article by Cook and Ogden effective. Firstly, it addresses the issues instructors must consider to achieve the best outcome. The authors, for instance, encourage instructors to acquire adequate training that would allow them to handle the exceptional learners in a way that promotes learning and good performance. The article is influential because it reminds teachers that in addition to the structural distinctions between special and mainstream schools it is essential to consider other essential factors that influence instructors’ efficacy. Overall, instructors handling autistic learners acquire fundamental lessons from the article that they may use to enhance how they teach learners with special needs.
Reflection on Value
The article is valuable because it directly reviews how it informs about the factors to consider when handling learners with special needs. It employs simple diction that everyone can understand instead of redundantly using intricate explanations that confuse the target audiences. It offers a solid foundation for other scholars to develop research on the subject to improve the teaching and learning processes involving autistic learners and those suffering from related conditions.
Gunn, Kerry, and Jonathan Delafield. “Teaching Children with Autism Spectrum Disorder with Restricted Interests: A Review of Evidence for Best Practice.” Review of Educational Research, vol. 1, 2016, doi:10.3102/0034654315604027. Accessed 30 July.
Gunn and Delafield’s article describes the need to practice inclusive education when relating to children with autism in a classroom setting. The authors remind teachers to consider the pupils’ learning styles and ensure that every learner plays an active role in all processes. Gunn and Delafield argue that instructors should understand everyone because learners living with the condition bring certain constraints to classroom teaching, usually showing interest limited to specific topics.
The article is influential because it provides helpful tips to teachers that they can use to enhance how they interact with children with autism. The authors notify the readers that because children suffer from autism, educators should be careful because they may have to address challenges that Gunn and Delafield refer to as restricted interest while teaching or disregard them. However, the researchers assert that it is possible to achieve positive results in the learning process and develop social skills by incorporating the learners’ restricted interests into learning activities. Gunn and Delafield believe that following these directives offers a better chance to handle the learners adequately.
Reflection on Value
article by Gunn and Delafield is of value because it shows that for instructors
to teach autistic learners correctly, they must consider several key factors.
It reiterates that it is not possible to handle such learners in the right way
if teachers do not understand what particular factors they must consider to
relate with the learners. Instructors should borrow the teachings by Gunn and
Jonathan and implement them in their practice to achieve the targeted goals.
Cook, Anna, and Jane Ogden. “Challenges, Strategies and Self-Efficacy of Teachers Supporting Autistic Pupils in Contrasting School Settings: A Qualitative Study.” European Journal of Special Needs Education, vol. 3, 2020, doi:10.1080/08856257.2021.1878659. Accessed 30 July 2021.
Gunn, Kerry, and Jonathan Delafield. “Teaching Children with Autism Spectrum Disorder with Restricted Interests: A Review of Evidence for Best Practice.” Review of Educational Research, vol. 1, 2016, doi:10.3102/0034654315604027. Accessed 30 July 2021.
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