Write about the Inclusive Praxis for Learning and Interest.
Answer to Question: EAL211 Inclusive Practices In Educational Settings
The classroom behavior expectations can be confusing for students.
The learning environment, the behavioral expectations and the wellbeing of students are often inseparable.
This could help to find the best learning environment.
These models assess the strength, interest, and learning requirements of students.
Positive behavior in students is best developed through relationship-based practice.
Volkmar (2016) explained that the applied behaviour analysis is the application of intervention.
This allows you to improve your socially significant behavior to a meaningful extent.
This is how behavior improvement can be demonstrated by the employed intervention.
The behavior analysis is a specific technique to identify autism.
The applied behavior plays an important role in education.
This guideline is the best approach to early intervention for autistic children.
The children can be treated if they are diagnosed early.
Doehring (2014) and his colleagues (2014) concluded that good quality, intensive intervention addresses both the needs of the child as well as their families.
A good quality patient outcome can be obtained by early intervention.
SPELL is the best strategy to manage autism.
SPELL refers (Volkmar (2016) to structure, positive and empathy.
This approach can be used to help autism patients reduce their chances of getting sick.
Based on the “Educational needs analysis: Student perception”, it was discovered that there are several aspects to improve the practice relative to student needs.
ReferencesDoehring, P., Reichow, B., Palka, T., Phillips, C., & Hagopian, L. (2014).
An analysis of behavioral approaches to dealing with severe behavior problems in children diagnosed with autism spectrum or related developmental disorders.
North American child-adolescent psychiatric centers, 23(1). 25-40.Volkmar, F. R. (2016).
45.4 MANAGING AUTISM SPRUM DISORDER AT CAMPUS.
Journal of the American Academy of Child & Adolescent Psychiatry. 55 (10), S69-S70.