Functionality, communication, socialization, and the ability to have some degree of independence are common attributes that many may not take the time to consider. However, for individuals who are autistic, these attributes are critical to forming secure relationships and successfully adapting across the lifespan. The two primary care systems paramount in supporting and nurturing social competence for children include general and specialized school systems. General school systems may not always have a well-developed understanding or awareness around a particular diagnosis or developmental disability; however, they may have a holistic special education program. Specialized schools often have access to trained professionals along with unique curriculums focused on how to effectively teach and engage individuals on the autism spectrum. Currently, a gap exists in the transition from the specialized programs to the general education model for many autistic children. This research examines the gap in knowledge between specialized programs for children with autism spectrum disorder (ASD) and general school systems. An overview of the scholarly literature is presented including best practices for individuals with ASD related to holistic services, emotional regulation, and sensory processing. To provide support within the knowledge gap, educational training is proposed to increase awareness around the complex needs of children with ASD, along with tangible strategies to promote safety and support students within the classroom environment.
Ketterman, Alexis, "Autism Spectrum Disorder: The Gap Between Specialized and General School Systems" (2023). Senior Capstone Papers. 2.
Capstone research poster presented at Lipscomb University's Student Scholar Symposium 2023.
Social Work Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons