An Investigation on the Educational Problems of Autistic Children of District Gurugram

ABSTRACT

There is a need for research on this topic due to the increase in the number of children with autism and the strong need for early intervention to best address the needs of these children. The lack of existing research addressing current practices in schools and perceived gaps in intervention services makes this study even more important, especially with regard to educational implications. The World Education Forum 2000, held in Dakar, Senegal on 26–28 April 2000, declared 2015 as the target to achieve the goal of education for all. All learners have the right to education regardless of their individual characteristics or difficulties. Inclusive education is primarily a purposeful effort to provide educational opportunities to all groups who have been excluded from access to education in the past. “These groups include children living in poverty, linguistic minorities, girls, children in remote areas and children with disabilities or other special educational needs.” (By UNESCO, 2003) Inclusion is about ensuring that every student feels welcome and that their unique needs and learning styles are taken into account and valued. Inclusive schools must operationalize the value. This includes inclusion of people with disabilities and equal rights to education for all children in schools. Like other children, children with autism also go to normal schools, and they should also go to normal classes. General education teachers need to be sensitive to the special needs of learners with autism. As well as some instructional strategies for dealing with problems that may arise. The school and classroom environment should be flexible to make students with autism feel safe. All these requirements make research study more important in the present context.

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