每个患有自闭症的人都是不同的，他们的症状表现方式也不同。这使得在教育环境中提供他们的需求成为问题，因为“一刀切”的方法不会为他们提供真正的全纳教育的机会。很明显,这就给每个人都带来巨大挑战参与他们的教育在各种不同的领域——认知发展、社会发展和社会交往都是儿童学习的关键要素,必须解决系统和明确的方式对于那些被诊断为自闭症。这需要奉献和应用实践者和父母确保孩子的需要是公认的在第一个实例中,然后满足的精心设计和实施策略,使他们在学校找个地方社区和社会作为一个整体。重要的是，学校环境/社区内的每个人都意识到，有必要接受各种形式的多样性，并接受适当的榜样来展示这种态度。这始于课堂，在课堂上，教师可以培养对那些经历困难和被认为是‘不同的’的人的宽容态度，并通过与家长/护理人员和地方当局一致同意的干预措施的持续应用。
英国教育学论文代写:自闭症环境
Every person who has ASD is different and the way in which their condition manifests itself is different. This makes providing for their needs problematic for practitioners in the educational environment as a ‘one size fits all’ approach will not provide them with opportunities for a truly inclusive education. It is evident that this creates enormous challenges for everyone involved in their education in a variety of different areas – cognitive development, social development and social interaction are all key elements of children’s learning which must be addressed in a systematic and clear manner for those who are diagnosed as having ASD. This requires dedication and application from both practitioners and parents to ensure that the children’s needs are recognised in the first instance, and subsequently catered for through the careful design and implementation of strategies which will enable them to find a place within the school community and society as a whole. It is important that everyone within the school environment/community is aware of the need to accept diversity in all its forms and that they are exposed to appropriate role models to demonstrate this attitude. This begins in classrooms, where teachers can foster tolerant attitudes towards those who experience difficulties and who are deemed to be ‘different’, and through a consistent application of the interventions that have been agreed with parents/carers and local authorities.
