Application of assertive technology
From the study, it is important to note that, application of assertive technology offers a good platform to assist such students in the classroom. This technology includes virtual teaching whereby, students learn from the mobile learning approach which incorporates the application of behavior modeling training to advance functional communication. Another important form of assistive technology is known as augmented reality; this comprises a technique of advancing a child with autism perceptions as well as reactions of facial expression and emotions through the use of video modeling storybook of nonverbal facial cues (Carter. et al. 2017, pg209). The teachers in this study confirmed that this technique has worked to most students since it creates an effective learning environment where they can easily interact with other students as well as feel accepted in school. The teachers also confirmed that edutainment is an important strategy, this comprises a move to capture the attention and to improve the communication skills of a child with autism.
A child with autism acknowledged that the use of virtual teaching methods offer great results as it allows them to understand what they are taught since they can relate to them. In other words, since some groups of students dominate in conversations, it is important for teachers to ensure that all students including those with autism take part in any discussion or conversions held in class. To make sure that every learner has an opportunity to communicate, educators must put structures as well as activities in place that enable interaction. Teachers can as well offer opportunities for communication by providing all learners “airtime” in discussions that involve the whole class. A significant way to do this would be to ask for physical whole-class replies to particular prompts. For example, rather than directing a question to one student, the teacher can direct a question to the entire class. This approach not only offers all learners an opportunity to answer a question, but it enables for certain educator-sanctioned movement, something frequently accepted by most learners with autism. Moreover, whole-class physical replies are also effective for learners who are non-verbal; hence it becomes a perfect choice for the varied, inclusive classroom.
A teacher can also support a child with autism in the classroom by teaching fascinations. Whenever possible, teachers need to apply interests/benefits, strengths, capabilities, as well as areas of expertise, and gifts as equipment for educating. Using areas of expertise for instance motivates a child with autism to an extent that he or she will develop the interest to study other areas as well hence improving his or her ability to learn. It is also important to consider handwriting alternatives. Notably, writing might become a primary source of tension and struggle for a child suffering from autism. Some of them might not be able to write at all while others who are capable of writing might experience a problem in doing so. Therefore to support a child who struggles with writing, the educator might attempt to offer the child gentle motivation as he or she tries to do some writing- a word, or a sentence. Educators may as well enable the child to use a computer, or even a word processor, for every lesson. For some students, the ability to apply the word processor elements in writing assists them to focus on the task at hand rather than on their motor skills.h