Including Children With In Primary Classrooms A Teacher’s Handbook

Foreword

Autism Is Invisible, And Children With Autism (CWA) Seem Enigmatic TO Both Teacher and Parents. One would observe differences in how such children engage with learning and comprehension from other children of similar age. Thus, meeting the needs of CWA in an inclusive setting often poses challenges for teachers and others. the present handbook is an initiative to address the challenges faced by regular teachers working with CWA in inclusive settings the handbook was developed with the aim of easing the process of inclusion for all children. CWA, in particular, at the primary level however, the strategies suggested in the handbook though meant predominantly for CWA would benefit all children in regular classrooms. The main objective of the handbook is to spread awareness that all children have varied needs and learning styles. It would help teachers to recognise that CWA view the world differently the social nature of a school or classroom can make it difficult for CWA to learn along with other children due to their difficulty in social communication. This creates a gap between the teaching-learning processes and CWA in the regular classroom. This handbook is an attempt to bridge this gap and sensitise regular teachers about the special educational needs of CWA. The handbook was developed by national experts and teachers through workshops, as well as by collecting anecdotes and cases from the field. A rigorous try out before finalisation of the contents was undertaken. Teachers should try to tailor the suggested strategies as per local situations and context becaus every child is unique.