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The paper highlights that while many articles support planning, the most critical information comes from the child’s abilities. It explains how inclusion within mainstream classrooms should be adapted through team-developed student profiles and learning goals, covering self-regulation, transitions, communication, and task completion.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/appropriate-inclusive-practices-for-children-with-autism/595953/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/appropriate-inclusive-practices-for-children-with-autism/595953.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central focus of the paper on inclusive education for children with autism?","Question",{"text":112,"@type":113},"The paper focuses on how inclusive education planning should be guided by each child’s strengths and abilities, supported by collaboration among team members.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What factors determine how much inclusion a child with ASD should receive in a mainstream classroom?",{"text":117,"@type":113},"Inclusion levels are determined by the specific needs and abilities of the student, along with knowledge of inclusive policies and ASD complexities.",{"name":119,"@type":110,"acceptedAnswer":120},"How does a collaborative student-specific profile support inclusion?",{"text":121,"@type":113},"A student profile helps the team develop targeted learning goals and ensures the plan reflects the child’s unique abilities and challenges, instead of relying only on general strategies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595953,1793111729,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Appropriate Inclusive Practices for Children with Autism  \nAmber Sawchuk  \nAbstract  \nChildren with autism have unique needs, and providing them with an appropriate education inan inclusive environment requires collaboration between team members. There are extensive articles available to assist with the planning process; however, the most important source of information for educational planning for a child with autism remains the strengths and abilities of that child. This paper examines resources, guidelines, and specific examples that are available for educators to use, in collaborative methods, in order to ensure that an appropriate inclusive education is provided for a student who has been diagnosed with autism.  \nPreface  \nThis article contains information about a 10-year-old girl, Izzy (a pseudonym) . Izzy was diagnosed with autism at the age of 2. Izzy is in grade 5, and has had speech and language, occupational therapy, and autism specialist interventions from the age of diagnosis. Currently, Izzy completes at level classwork, which is heavily adapted to suit her unique learning needs. Specifically, Izzy does not like to do traditional paper/pencil work. Rather, she prefers to write on white boards, manipulate cut-up sentences, or Velcro letters and words. Additionally, Izzy completes most of her work outside of the classroom. When in the classroom, Izzy makes vocalizations, rocks back and forth, and does other similar stemming activities. Often, Izzy will leave the classroom to go to the quiet space that has been provided for her without adult permission or prompting.  \nThe inclusive practices for a child with autism are determined by the specific strengths and needs of the child. Planning for the appropriate, inclusive education of a child with autism requires knowledge of inclusive policies, autism spectrum disorder (ASD), and the specific complexities of the child. The needs and abilities of the student will determine the appropriate amount of inclusion within a mainstream classroom. Team collaborative efforts to create a comprehensive student profile will facilitate the creation of specific learning goals. These learning goals often include plans for self-regulation, transitioning, communication, and task completion. For these various reasons, appropriate inclusive practices for a child with autism will vary based on the specific needs and strengths of the individual child.  \nInclusive Practices and Autism Spectrum Disorder  \nAppropriate inclusion of a child with ASD requires knowledge of inclusive practice and ASD, and a willingness to collaborate with others. Manitoba’s philosophy of inclusion is a way of being that ensures all people feel “accepted, valued, and safe” (Province of Manitoba, 2017, para. 2) . Autism is a neurological disorder, which includes symptoms such as difficulty communicating, interacting socially, and engaging in repetitive behaviours (Manitoba Education, 2005) . The goal of educators then becomes ensuring that children who have difficulty communicating and interacting socially, and have unique repetitive behaviours, are provided with an education that enables them to feel accepted and valued for who they are.  \nDue to the extreme complexities that a student with ASD can present, Supporting Inclusive Schools: A Handbook for Resource Teachers in Manitoba Schools suggests working as a school team to determine the specific interventions and adaptations that a student may require for a successful inclusive education (Manitoba Education, 2014) . Izzy (a pseudonym) is a child  \nwith autism in this author’s school. In addition to the school team that includes her classroom teacher, support staff, and her mother, Izzy’s team also consists of an occupational therapist, physical therapist, speech and language pathologist, and autism specialist. All members collaborate in order to determine appropriate, specific goals for Izzy. Working together, the team members apply the policies of inclusion to Izz","cbCaijETshRsE6PQ","https://ap.wps.com/l/cbCaijETshRsE6PQ","pdf",136764,"English","# Preface\n## Inclusive Practices and Autism Spectrum Disorder\n## Student-Specific Profiles","[{\"question\":\"What is the central focus of the paper on inclusive education for children with autism?\",\"answer\":\"The paper focuses on how inclusive education planning should be guided by each child’s strengths and abilities, supported by collaboration among team members.\"},{\"question\":\"What factors determine how much inclusion a child with ASD should receive in a mainstream classroom?\",\"answer\":\"Inclusion levels are determined by the specific needs and abilities of the student, along with knowledge of inclusive policies and ASD complexities.\"},{\"question\":\"How does a collaborative student-specific profile support inclusion?\",\"answer\":\"A student profile helps the team develop targeted learning goals and ensures the plan reflects the child’s unique abilities and challenges, instead of relying only on general strategies.\"}]","Appropriate Inclusive Practices for Children with Autism | PDF",1792082173]