Introduction

This research will explore and examine how diverse strategies adopted in special schools can be applied, to achieve more effective learning opportunities for children diagnosed with an Autism Spectrum Disorder (ASD). The research proposal is constructed in order to describe the research project I will execute. The researcher will execute this research project in order to review the educational programs associated with children having (ASD) in special schools. In this proposal, the researcher will give the objective and explain the methodology of this research. The importance of the proposed research represents an inquiry about the current issues associated with the teaching strategies used to help children on the Autistic Spectrum to learn. According to the researcher beliefs, Autistic children require highly structured and monitored scaffolding. The goal of the research is to explore the different strategies used by the teachers to enhance the learning process of an autistic child and also to review how children respond to those strategies. The study likewise gives an insight on the strategies teachers adopt in connection of an Autistic child and all measures that can be given to them to help them learn better. Autistic children all have specific learning challenges; however, the method of approach depends enable entirely on the child. When teaching an autistic child, factors such as familiar and friendly classroom environments, sets of schedules and routines, visual structures the children student can see clearly should be used to enable them to learn more effectively in class. Various methods should be utilized to help focus and teach a child with ASD. There are also different teaching approaches enabling students with learning difficulties to learn. The research will include literature reviews, research designs, methodologies, ethical issues, along with theory of learning to relate with this subject. It is imperative to focus on the educational issues faced by children with ASD and support them in their academic development. This paper will also highlight all the pre-planned objectives organised by the teaching environment as interventions to cope with issues of an ASD child.

Theories

Children with ASD require proper guidance and support from their facilitators or teachers in order to proceed in their academic process further. Vygotsky believed that learning needs to be engaging with the social world. Social Constructivism emphasises the role played by society in learning. He argued that children learn through social interaction with the “more knowledgeable others” such as teachers, parents and peers. Through this interaction, children learn gradually and continuously from parents and teachers. For Vygotsky, learning is simultaneous with social interaction and exploration. The major significant elements in this theory is the power of language and the knowledge acquired by the assistance of more experienced social adults. His theory of social constructivism centered on the notion that a child learns through adults or peers. (Jordan, 2009). For achieving the desired level of knowledge, Vygotsky developed Zone Proximal Development (ZPD). This is a significant stage or a link where the teachers and learners connect or interact. Vygotsky, (1978: 86) believed and suggested in his work that knowledgeable peers and adults tutors can help children with ASD to cope with their learning difficulties and promote their academics and development. It may be significant for the teachers to thoroughly analyse and think about the proper requirements of the individual learners. Adequate measures should be adopted in order to help the children in the classroom. Proper scaffolding is needed in order to provide guidance to the ASD children in special school and for that it is very adamant to aim instruction at the child’s ZPD. Teachers need to know not only what the child’s developmental level is at the time, but also what skills and concepts will develop next.

Context

The UK Government has increased its focus on children with ASD and their learning disability over past two decades. Annually The National Autistic Society (NAS) highlights the current important issues of the learning processes of ASD children. The educational assessment and policies are overseen by the National Foundation for Educational Research. The Autism Act legislates on different aspects affecting people with ASD. The Autism Education Trust (AET) was established in 2007 to improve the education support for all children with ASD in England (AET Report).

Purpose of the Study

The purpose is an inquiry about the current teaching styles designed for children with ASD with in a special school. The aim of the study is to review the different strategies undertaken by teachers to help children with ASD learn more effectively. This in order to help and support the issues children with ASD faced in the school and to overcome them. This research can help children with ASD in special in schools to succeed in their academic life. This research may serve as a small contribution for the improvement associated with these children.

Research Questions

These are the set of questions structured for the proposal:

What are some of the main educational programmes specifically designed for children with ASD?
Which classroom strategies or teaching styles are used by teachers in a special school to help children learn better?
How do children respond to these strategies in the classroom?

Literature Review

This section of the proposal will investigate the writing to determine what has already been written on the proposed theme. This section of exploration is for demonstrating the measures taken for children experiencing ASD to make good progress in their learning and development. The study likewise gives an insight on the strategies teachers adopt to support children on the Autistic Spectrum and the preparation that can be given to them to help them to fully access the curriculum. According to the literature proper lesson-planning, conducting simple sessions, making lesson interesting and easily understandable are all helpful for children with learning difficulties. The point of exploring is “Learning Disability” and for this it is essential to explore which work best in meeting the needs of Autism Spectrum Disorder. One of the behavioural interventions is training of children to learn in natural surroundings and training is done by teachers or in some cases by parents themselves.

According Joseph et al (2011), “Autism is a development disability that significantly affects an individual’s verbal and non-verbal communication as well as social interaction.” Their characteristic can be summarised as: poor eye contact, engagement in stereotype and repetitive behaviour, socially isolated, unable to accept changes around, echolalia and this significantly affect their ability to learn. The National Foundation for Educational Research on Autism and educational assessment: UK Policy and Practice (2010) was established to increase focus on inclusive education which specifically explores on the assessment of children diagnosed with ASD. Identification of this issue is quickly expanding and teachers are starting to center their consideration on the instructive needs of this developing children. In this connection, The National Autistic Society (NAS) each year highlights the issues of current importance. In 2009, the Autism Education Trust published a review of practices, issuing the challenges in educational provision for students with ASD in England (Jones et al., 2009). As stated by Joshua et al (2014), modelling or observational learning based on the Theories of Social Cognitivism by Bandura, is one of the most commonly used teaching procedures for children with autism (National Autism Center, 2009). This involves children pupils to firstly observe adults demonstrating specific behaviour and then to follow this in a similar way (Cooper et al., 2007). This approach or strategy has been affective to teach skills, such as language, play, academics, social interaction to students with ASD syndrome (Matson et al., 2007). The NAS also stressed on their classroom strategies report that an ASD-friendly classroom also helps to minimise any learning problems of the children.

This is one subject where the writing is unfortunately inadequate. Since there have not been numerous studies into the educational strategies used for ASD students, there is not a large amount that can be said in regards to this. On the other hand, it is critical to consider that there is still much work to be carried out and that studies, for example, this one will help many teachers to explore whether this kind of preparing and programmes is best for children with ASD syndrome.

Methodology

This section of the paper will be an overview of proposed approach to be adopted to explore the research questions, research instruments, research paradigm and those selected and designed for this study. For this I am adopting a case study approach, because it seeks to explain particular current circumstance of the strategies adopted in classroom to help children with ASD flourish in their education. The approach of case study extensively focuses on human behaviour in their natural settings and gives an in-depth analysis of the case. The aim is to gain rich qualitative data and detailed understanding of the case. It incorporates various sources of evidence like interviews, observation, archival records. For my research I will be using participants’ observation and semi-structured interview methods to collect data. Specifically, this section of the paper discusses the range of methods used by the researcher for the research, research design, and research methods used to obtain data.

Paradigm

For this research an interpretive paradigm will be adopted based on the qualitative principles. It gives in-depth research about human behaviour focusing on rich qualitative data, rather than targeting on measureable quantities (Rugg,2007). The Intrepretivist paradigm lays importance on the context primarily and refute hypothesis. Emphasis is given on subjectivity of human emotions as it deals with multiple interactions with individuals separately. The subjectivity makes it completely different from the natural science positivist approach. It interprets about the different understanding of participant’s perspectives. Bassey (2002, 185) defines, the purpose of qualitative research as ‘to describe and interpret the phenomena of the world in attempts to get shared meaning with others.’ However this has some limitations, such as generalisation. This deals with the extent to which the results of qualitative study are applicable in other situations, contexts or groups. Data collected from this cannot be generalised to wider applications as every individual is different and unique and so as their perspectives.

That is why the Intrepretivist focus on the human beliefs, values, norms and real life experiences. By undertaking the Intrepretivist view of mind, the researcher will able to become part of the research and fully gauge and understand teachers’ opinions, and learning complexities of children with ASD in special schools. Utilizing an Intrepretivist framework, when the centre of a study is on understanding and interpretation, the researcher is urged to apply individual experience and former information as opposed to simply being a disengaged detached observer (Carson et al 2001). The role of the researcher in Intrepretivist approach is to understand the values and feelings of the participants. The relationship between participants and researcher follows interactive, cooperative, and participative.

Research Approach

For this I am adopting a case study approach, because it seeks to explain particular current circumstance of the strategies adopted in classroom to help children with ASD flourish in their education. Case studies are research strategies that highlights and gather information about a particular person, or a group. The approach of case study extensively focuses on human behaviour in their natural settings and gives an in-depth analysis of the case. It is an in-depth study of an individual, group, incident or community. Case studies emphasize on the detailed analysis of the event or conditions and their relationship. Case study approach in this research seeks to explain particular circumstance and extensively focuses on the human behaviour in their individual settings (Greenfield, 2002).

Therefore this research is an Explanatory small case study as it focuses on “How” and “Why” rather than “What”? The aim is to gain rich qualitative data and detailed understanding of the case. It incorporates various sources of evidence like interviews, observation, archival records. For my research I will be using participants’ observation and semi-structured interview methods to collect data. The case study approach examines a phenomena in real life contexts, where different multiple sourced of evidence are utilised to construct or inform the phenomenon (Yin, 1984). In case studies researchers gather facts from different sources and draw conclusions from these facts.

Sample Population

The sample, the researcher proposes to use in this study will constitute of children aged between 4 and 5 years and teachers, assistant teachers and head teacher. The study will be conducted in a special school in London. Observation and semi-structured interviews are the research tools to be used in this research. Observations will be carried with the children in the classroom where students feel comfortable and this helps to observe them in their familiar settings. Semi-structured interviews will be carried out in the teacher’s office respecting their availability and time.

Data collection

The research proposal will be a qualitative, and for this purpose, instruments like observation and semi-structured interviews will be carried out.

Interviews – Interviews are used in research to gather data directly from participants. The main advantage of interviews is that the researcher is face to face with the participant, and can get a rich data, opinions and views, rather than just interpreting them from answers on a questionnaire. The researcher plans for semi-structured interviews will be beneficial for this research as it will be possible to question participants further on the answers the give, by incorporating developed questions in the interview. Semi-structured interviews are chosen because of its flexible nature. This allows researchers to fully understand participants’ views and opinions, which may not have been possible from just asking set questions like structured interviews.

“A skilful interviewer can follow up ideas, probe responses and investigate motives and feelings which questionnaires can never do” (Bell, 2010: 70). It is essential to obtain the approval of participants for collecting their information and allow them understand the purpose of this research due to their confidentiality (Carson et al., 2001). Therefore, before the interview, informed consent should be signed which explains the purpose of this research. Approval should be taken before them for recording the interview. Gratitude and appreciation must be shown at the end of the interviews and researcher must respect their confidentiality, time and availability. Face to face meeting gives a helpful arrangement from claiming information. The researcher will have the ability to watch and listen, get clues about the participant’s sentiments around the themes. The researcher will conduct audio- recording at face to face meetings.

Observation – Observational research allows the researcher to gather and collect data and information in person, with being a part of the research and interprets participant’s real life experiences. The researcher will actively involve becoming part of the group or class in the research. This will be conducted in a classroom at in West End area of London special school, where students feel most comfortable and this eventually help to observe them in their familiar settings. For this the researcher will participate in activities of classroom by being a part of it. The classroom atmosphere is ideal setting for the research as children feel at ease and also teachers’ permission makes it easier to conduct in the classroom. I believe in this the researcher shall aim to immerse in or become a part of the class where the observation will be conducted. This will help to understand values and beliefs of the sample population. Observational data is usually detailed information about the particular person, groups or situations and revealing changes. In the observational procedure, the researcher will be an overt researcher, focusing on openness and honesty to their participants about his/her research (Bell, 2005). However it is to be noted, that in this type of research instruments the researcher must not influence the behaviour or attitude of the people they are studying. Bias is not to be presented at any point of the research. It connects the researcher to the most basic of human experiences, discovering through immersion and participation the hows and whys of human behaviour in a particular context.

Validity and Reliability

Validity and reliability are the two significant aspects in a research. Validity is the concept of significance. It determines the degree to which a test measures what it is purported to measure. It reflects on the idea of how logical it is and how well it is reflect the reality (Denscombe, 2005). The research will produce the finding what it claimed to be. The researcher in this paper will make sure the research to be valid as it intends to discover or review what it is supposed to. The meaningfulness of the research will be ensured reflecting the reality of the classroom environment of the ASD children.

Reliability refers to the degree of assessment instrument producing the same result on different occasion in relation to consistency (Thomas, 2009). In order to guarantee or ensure validity in this research, the interviews questions will be directed to check their suitability in responding to the research questions suggested in this study. The concept of consistency will be kept in mind along with the integrity of the research.

Ethics

The most pivotal chapter in a research is the ethics. This determines how the research can be conducted without any violation morally or physically. It is essential to remember the ethical implications that surrounds in a research to be implemented and executed. This proposed research will follow British Educational Research Association (BERA) ethical guidelines. Throughout this research, the anonymity of all participants has to be upheld, with no personal information, including their name or school mentioned. Instead, participants must be given a pseudo name to protect their anonymity and privacy. This will help to ensure that what information is collected during the research procedure, will not be traced back by third parties.

The data collected will be kept as confidential. The researcher will guarantee that confidentiality should not be breached in any manner. For instance, security measures like keeping the collected data in a password encrypted format or storing in a private safe place with no others accessing to it. The researcher will to respect their privacy and not use names or information out to public. There will be no bias from the researcher side. All participants should be treated with equity, no unjustly favoured or discriminated in any manner. Participants should not be bullied, forced or intimated by researcher in any way. Participants will be protected from any kind of emotional or physical strain.

The British Educational Research Association (2004) details “The Association takes voluntary informed consent to be the condition in which participants understand and agree to their participation without any duress, prior to the research getting underway”. Informed consent will be taken from all who are associated with this research. By giving their consent, participants will be demonstrating that they have comprehended the research being done and give their consent for their information to be utilized. Firstly conducting the research in a special a school, consent will be taken from the head teacher. Informed consent will also be taken from parents of the ASD children involved in the research. This help them have faith in the process going in the classroom and should be aware of the research completely. I believe that the researcher shall provide all the information in a small booklet including the synopsis of the whole research procedure and along with that a letter requesting for the consents form the participants. The researcher will also inform them that their participation is voluntary and they have the right to withdraw at any point during the course of the research. It is also important that participants are given the option of data refusal. This means that their data is not used at all in the research and is removed immediately on request. Participants must be given freedom to withdraw themselves form the research at time when they feel uncomfortable to carry out further.

Interview will be arranged at a time that suits the research participants. This is to insure that the research does not disrupt their busy time schedule or commitment. Promising that the data will be destroyed after the research. The researcher shall ask participants before recording audio or taking pictures. All participants must be ensured that collected data will be kept confidential and the researcher will comply with the Data Protection Act 1998. The researcher will also inform the participant with the final piece of research paper and show them gratitude for their role in it. No disclosure of any kind of information to the third party. Safety measures should be taken into considerations in relation to the participants associated (Dawson, 2009). Furthermore, they were given full assurance that the findings would be strictly used for academic purposes. They were also assured that the interviews, including the transcribed document would be eventually destroyed. A final copy or report of the research will be sent to the particular school or institution where it was conducted who requested a copy of it. All measures to be taken that participants should be never at risk

Conclusion

This proposal gives an insight of how to conduct a research in special school with ASD children and their response to some of the main educational strategies adopted in classroom to develop their learning abilities. The results of this research obtained will be context specific. The data collected at the end of the research will be very helpful for understanding how ASD children achieve and succeed in their educational environment. The research will develop how various and innovative strategies influences educational achievement. In order to promote more opportunities for the ASD children, specific educational programmes and teaching methods should be encouraged and applied in classroom for their specific needs (NFER, 2010). For the research to be conducted in a systematic order a time table or time schedule has been attached underneath.

REFERENCES

Bell, J. (2010). Doing Your Research Project. A guide for first time researchers in education, health and social science. 5th ed. Berkshire: Open University Press

Carson, D., Gilmore, A., Perry, C. and Gronhaug, K., (2001), Qualitative Marketing Research, Sage Publications, London

Cooper JO, Herron TE and Heward WL (2007) Applied Behaviour Analysis. 2nd edn. Upper Saddle River, NJ: Prentice Hall

Dawson, C. Introduction to Research Methods.(2009) London: How to Books

Denscombe, M. (2005) The Research Guide. For small-scale social research projects. 2nd edn. Maidenhead: Open University Press

Greenfield, T. (2002) Research Methods for Postgraduates. 2nd edn. London: Arnold

Jordan, A., Carlile, O., Stack, A.,(2009) Approaches to Learning. Maidenhead : McGraw-Hill

Joseph, B., Elizabeth M. Hughes, Melaine McDaniel, (2011) Research-Based Educational Practices for students with Autism Spectrum Disorder. Vol.47, no.2, pp94-102

Joshua, B., Plavnick and Kara, A., Hume (2014) Observational learning by individuals with Autism: A review of teaching strategies. Vol 18(4) pp458-466. Sage publications.

Jones, G.,English, A., Guldberg, K., Jordan, R., Richardson (2009) Educational Provision for Children and Young People on ten Autism Spectrum living in England: a review of current practice, issues and challenges. Summary report 2 for professionals and providers of services.[online]. Available at http://www.autismeducationtrust.org.uk/~/media/AET/Assets/Global/PDFs/New%20pdfs/AET_SummaryReport2.ashx [09.03.2015]

Matson, Jl, and Rivet TT (2007) Social Skills treamentsfor children with autism spectrum disorder: an overview, Behaviour Modification 31:682-707

National Autism Centre. (ND) [online] Avaible at http://www.nationalautismcenter.org/autism/ [09.03.2015]

Vygotsky, L.S.(1986) Thought and Language. Cambridge, MA: MIT Press.

Wilkinson, K. and Twist, L. (2010) Autism and Educational Assessment: UK Policy and Practice.Slough: NFER

Yin, R.K., (2003), “Case-study research – design and methods”, (third edition) Applied Social Research Methods Series, 5, Sage Publications, CA

Rugg, G. Petre, M. (2007). A Gentle Guide to Research Methods. McGrwa Hill: Maidenhead
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