It is important for teachers to understand the severity of these statistics and how it can cause

a number of different challenges within the classroom. Understanding this and accommodating for

these challenges while teaching the class will allow for all children to participate, creating an

inclusive classroom.

Walsh (2012) stated that in 2017, there were 3, 849, 225 students in Australian schools that

were identified with diverse backgrounds and have a range of different experiences that each

individually come with a range of different learning needs. It is believed that it was not until the

1970s that students with disabilities were integrated into an educational setting and received the

support they needed.

Critical Issues of Diversity

Within todays current society, teachers are expected to make accommodations for students

within their classroom and to cater for their individual needs. In order for classrooms to have the

best learning opportunities and environments that cater to all needs, teachers need to

understanding the diverse needs of all children within their classroom (Foreman 2011, p. 3).

Children with disabilities face a number of challenges throughout their education, ranging

between challenges in english, physical education, writing and so many more areas that are

important and vital for their future. Specifically ASD students often have difficulty in communicating

towards their peers and teachers as well as finding it difficult to follow instructions and facial cues

from the teacher and this jeopardizes student learning (Goodman & Williams 2007, p.53). Other

critical issues that can compromise the learning of students is differentiated learning and structure.

An important role for educators is to make accommodations for students and adjust

their learning activities to suit and support students with a learning difficulty. Changing the way

knowledge is acquired instead of changing the topic. Using students interests to further help

their developmental needs. It is becoming more important for teachers to meet the needs of

all students within their classroom, and use effective teaching strategies that ensure that every

student is receiving the best educational experience they can (Leblanc et al. 2009).

Communication
Every person with autism has problems with social interaction and behaviour, but the extent

and type of problems may vary (2000). Communication is a major issue in schooling when it comes

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to teaching children with ASD. Reading, comprehension, processing, language difficulties and

communication are all challenges that students with ASD face (Woolley, 2016). Some of the

language difficulties that students are struggling with is difficulties with non-verbal communication,

lack of eye contact, inappropriate facial expressions, lack of expressive language skills and restricted

vocabulary. People with autism have difficulties with language and speech, compared to children

that do not. Some are non-verbal and others may have limited vocabulary with functional

deficiencies (social use of words). When teaching students with ASD it is important to consider the

way they learn, simplifying the content will not develop appropriate skills in creating an inclusive

classroom, but through using the correct techniques learning will become flawless (van

Kraayenoord, 2007). ASD children can be affected by the noise level of the classroom and this can

be a major distraction to not only the child but the rest of the class.

Accommodations
Effective planning for supporting students with Autism is important and in order to

accommodate for communication within a classroom is to create an environment that

encourages the use of social interaction. Through creating more small group work and

collaborative working, students build upon their self-confidence and overcome

challenges they would be facing alone. Setting goals throughout each lesson in order to

show what needs to be accomplished. In relation to the behaviour that some ASD

student portray, providing an area within the classroom for the students to de-stress will

give the student more control over their emotions. Due to the impact that noise level has

on students with ASD, teaching the other students about what noises are appropriate for

what time.

Differentiated learning
Differentiated teaching happens when the teacher structures a lesson to adjust the material

being covered and ensures that students will provide the guidance that they need to learn and

excel at different starting points. Through using differentiated learning, activities, assessments,

content each change in order to match the needs of all students (Darrow, 2015). Teachers will

continue to have students with various needs and abilities in their classroom and it is important that

we understand how to cater for the variety of needs.

Accommodations

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 An accommodation to create a more inclusive environment and in order to cater for

differentiated learning is through using assistive technology. The use of technology

within classrooms creates a medium that all students are able to use, creating a more

inclusive environment. Devices such as tools and software’s aid in enhancing students

learning experiences through making it more motivating to learn (Lersilp, Putthinoi &

Chakpitak, 2016). These days the involvement of technologies in classrooms is

becoming of a standard and for students with ASD it provides them with a simple but

effective way to teach and understand. Some of the assistive technologies that are

currently seen in classrooms is often iPads and laptops which are used within classrooms

for students who are unable to use pencils, larger text and clearer font on documents,

using Brail for those students that are visually impaired. These each help an individual

child succeed and be active participants in their learning.

Schedules
Children with ASD, often find it very difficult to handle a change of routine or unstructured

situations. Therefore, providing students with structured tasks and clear and concise instruction can

help. When schedules change, it can cause anxiety for the child with ASD therefore, ensuring they

have enough time to prepare for any change, including relief teachers is beneficial in limiting the

anxiety. ASD students love routines and rules as it gives them structure and familiarity as they have

to know what is expected, when this changes they find it hard to adapt to change. When it comes

to managing distractions within the classroom, teachers need to consider how this affects the child

with ASD and have a range of management strategies on hand (Sullivan, Johnson, Owens, &

Conway 2014, p. 45).

Accommodations
One of the most recommended approaches to helping students with ASD is through

the use of visual aids (Yunuas, Salehi, John 2013, p. 114). By adding visual aids to the

teaching of literature, students and texts become actively involved. Use visual aids such

as images , videos and diagrams, students are encouraged to read text with curiosity and

grasp it more quickly as well as helping students in visualising (Yunuas, Salehi, John

2013, p. 114). When Implementing the routines and timetables in order to make the

classroom consistent also contributes to the stress of these students.