De-escalation of the student with autism would involve changing the mentality of other students towards the one with autism. The situation requires a teacher to help the student suffering from autism to learning to live peacefully with other students by engaging in group work in a friendly manner. Autism affects social interactions with other people, and if a teacher understands this, he/she can group the student in a group of students who show more concern to his development.
Debriefing other students after a melt-down require a teacher first to calm the situation and help restore the sanity of the class. A teacher needs to teach all students on the need to accommodate each other and to stop being tense. Autism makes people collapse, and the student should be given first aid before anything to restore his condition. A teacher in such a situation should be well equipped with first aid skills needed in restoring the student to life.
There are many proactive ways of preventing outbursts in the future. In such a situation, a teacher can avoid grouping the autism student with others to prevent the outbursts. However, this will mean that students won’t interact with the autism one and it will discourage the student from achieving excellent results in academics. A teacher can also learn other therapies which reduce outbursts among students to improve the interaction between the student and the others. Since autism is connected with epilepsy and other learning disabilities, a teacher can find a general way of changing the mentality of the class to the student with autism when such situations occur.
Collaborating with a co-teacher to seek a solution to the situation would require discussions on how to deal with outbursts when they come and how to manage the conduct of the class when there is a problem. When two teachers share ideas on autism, they can understand the possible ways of dealing with the condition by first monitoring the condition. When most autism patients are exposed to the tense environment, they get affected, and teachers can discuss how to make the class less tense in dealing with the student with autism (Kong). Such students need compassion to help them develop a natural defense towards tense conditions.
The support needed by the teachers to develop solutions on how to deal with the outbursts related with autism requires the teachers to work with the management of the school to come up with strategies of reducing the effects of autism in the class. The teachers need a behavior plan to critically analyze the behavior of the student when the condition is worse. And after the outbursts. Since such a student has many strengths, teachers should understand these positive traits and know how to change their perception towards group work and other class activities (Gelbar). The teachers also need to connect with the mother to the student who has autism to understand the condition better by knowing the type of autism and the required therapies.
Sharing the information about the student with autism requires one to understand the ethical and legal concerns required. Teachers should not give information about their students to the public because it is unethical. Privacy is essential in teaching, and if the student with autism learn that everyone even out of class knows about the condition, such a student will be emotionally affected. Legal procedures of dealing with the autism case require the management of the school with the help of the teacher to seek for medical help for the student to improve his/her health and encourage him to engage in class activities. If the trend continues, the teacher should develop other teaching strategies which do not require group work.
Gelbar, Nicholas W. “Supporting College Students with Autism Spectrum Disorder.” Oxford Clinical Psychology, 2017.
Kong, Michele Y. “Diagnosis and History Taking in Children with Autism Spectrum Disorder: Dealing with the Challenges.” Frontiers in Pediatrics, vol. 3, 2015.