ASSIGNMENT COVER
REGION: MASHONALAND WEST SEMESTER: 1:2
YEAR: 2025
PROGRAMME: MDIE INTAKE:
FULL NAME OF STUDENT: PIN: P2463444F
CONTACT TELEPHONE/CELL: 0772563852
COURSE NAME: AETIOLOGY AND EFFECTS OF VARIOUS IMPAIRMENTS ON
EDUCATION
COURSE CODE: BEID 102 :
ASSIGNMENT: 1 DUE DATE: 30 March 2025 SUBMISSION DATE:
ASSIGNMENT TITLE: Evaluate how environmental and neurological factors influence
educational outcomes of students with Autism Spectrum Disoders
Instructions
Marks will be awarded for good presentation and thoroughness in your approach.
NO marks will be awarded for the entire assignment if any part of it is found to be copied
directly from printed materials or from another student.
Student declaration
I declare that:
I understand what is meant by plagiarism
The implications of plagiarism have been explained to me by the institution
This assignment is all my own work and I have acknowledged any use of the published or
unpublished works of other people.
MARKERS COMMENT …………………………………………………………………
OVERALL MARK: ……………………. MARKERS NAME:
Introduction
Since human beings attribute their success or failure to something.People attribute their
success or failure in terms of causes. In order to understand causation of behaviour, they
search for explanations or causes. They attempt to maintain a positive self-image when they
do well attributing the success to their own effort or abilities but if they do poorly, they
believe it is because of factors beyond their control. They seek information that helps them
to make attributions about causes and effect particularly in situations where the outcome is
unexpected or negative. If the causation of an unpleasant behaviour is successfully
attributed to something else, the individual feels better.this esssay seeks to evaluate how
environmental and neurological factors influence educational outcomes of students with
Autism Spectrum Disoders
Definition of terms
Autism spectrum disorder (ASD) is a lifelong neurodevelopmental condition that impacts
communication, social interaction, and behaviour. Its prevalence has been on the rise
globally. In a recent systematic review, it was estimated that 1 in 100 children worldwide
are affected by ASD (Maenner, et al., 2020).The Centre for Disease Control and Prevention
(CDC), 1 in 36 children aged eight years will be diagnosed with ASD (Zeidan, et al., 2022).
Its prevalence has been on the rise globally.
A complex interplay of biological and environmental factors has been linked to autism
spectrum disorder. Gene-environment interactions are critical factors in ASD development.
Environmental pollutants, including toxic metals, are linked to epigenetic modifications and
de novo mutations, potentially contributing to ASD onset (Saghazadeh & Rezaei, 2017).
These pollutants, particularly during gestation and postnatal periods, pose health risks and
are associated with ASD
Environmental and neurological factors influence educational outcomes of students
with Autism Spectrum Disorders
Students with autism face diverse challenges in general education classroom and this greatly
affect their access and full participation in academic programs. Davis (2013) quotes that in
order for a student to function in the mainstream classroom, he feels that teachers should not
have a preconceived notion about these children. According to him, Teachers also need to
make adaptations in a variety of academic subjects and it feel that it is important to modify
the conversational language because students with ASD have a difficult time understanding
speech that is not literal. It was reported that children with ASD have “trouble using and
comprehending verbal and nonverbal communication which is social conversation,
interpreting the emotional states of others, forming and maintaining friendships
with peers, and developing effective play skills”. Children that are mainstreamed in a
classroom still struggle with these issues which can make their experience unsuccessful and
cause them to feel alone. In order for these students to be successful in the classroom,
teachers need to understand the students’ strengths and know how to best help them
participate in a meaningful way. Teachers and others working with the student also need to
be
given multiple strategies that have been proven successful for that particular student.
Learners with disabilities and in particular those with autism are overwhelmingly
underrepresented in the education system, and that special education needs of those who are
enrolled are not sufficiently met. Findings of a study in Zambia (Ojalla, 2004) indicate that
teachers have a rather clear idea of how they want to work but have few resources for
implementing a meaningful curriculum for learners with autism and other disabilities. This
suggests lack of priority in the provision of education for learners with autism. It is also
possible that attitudinal barriers could play a role in the limited access to education afforded
to these groups of learners. Thereby influencing the educational outcomes of students with
Autism Spectrum Disoders
All learners benefit from routine and predictability, yet this is demonstrated more so for
learners with ASD as evidenced through preferences for order, sameness and stability.
Unforeseen changes to a schedule or routine can cause a child with an ASD to become
easily upset (Odero, Onditi, & Wachianga, 2018).As with the selection of evaluations, the
level and structure of a learning environment varies based on individual learners’ age,
development, ability level, and diagnostic characteristics. Henry & Myles, (2007) cited in
(Odero, Onditi, & Wachianga, 2018) shows that effective programmes for learners with
ASD including structured environments with attention to physical structure, routine and the
use of visual supports can influence educational outcomes of students with Autism
Spectrum Disoders. There is need to foster a supportive learning environment for those
diagnosed with ASD in regards to the classroom set up. Nickels, (2010) supports the idea of
involvement of key stakeholders like parents and teachers in the education of learners with
ASD for positive effects on their learning. Fargo, (2013) study showed that the learners
improved their social skills and liked to learn in such a learning environment. It therefore
shows the importance of the environment as one of the supports in the education of learners
with autism and an influence on their educational outcomes.
Parsons (2006) cited in (Odero, Onditi, & Wachianga, 2018) indicate positive strides in the
learner’s social skills through the use of video modelling along with the learner’s
willingness to speak to unfamiliar peers and working in groups with confidence. The parent
survey report indicate that learners decreased time spent alone, increased in social
participation and reduced social anxiety if the environment is made conducive for students
with Autism Spectrum Disoders That is that interactive learning through role play in virtual
environments may support imagination and problem solving in a realistic context.
Christensen, (2011) found that learners are more likely to interact with peers on the
playground, and more likely to interact with adults in the classroom. It was also found that
interactions on the playground were more likely to be positive. Many share the view that
children with ASD should be included in the general education curriculum to the greatest
extent possible. In this way, students with certain relevant features (e.g., low cognitive
ability) who need a great deal of support may be educated in more restrictive settings, such
as self-contained classrooms, and others, who may demonstrate higher intelligence or
received early intervention, may be educated in general education settings.
Some studies have investigated the effects of inclusion for students with ASD. Boutot and
Bryant (2005) cited in (Maenner, et al., 2020) reported on 10 students with ASD who were
educated in general education classrooms for at least half of their school day. Analyses
suggested that the students were no different than peers on a variety of social status
measures and educational outcomes. An investigation of social networks within classrooms
that contained a student with ASD produced a complex picture (Clark, 2012).According to
self-report measures, students with ASD do not perceive themselves as lonely or isolated;
however, typically developing peers in the classroom rated students with ASD as less
socially accepted than students with ASD. This result suggests the potential for
stigmatization of students with ASD given the discrepancy in self-perception and perception
of others. To explain this complex social environment, (Nickels, 2010) have suggested that
some behaviours by peers and teachers promote social inclusion for students with ASD
(e.g., patience, disclosure of disability) and other behaviours (e.g., rejection, scorn)
contribute to poor social experiences and educational outcomes.
Conclusion
Autism spectrum disorder (ASD) is a lifelong neurodevelopmental condition that impacts
communication, social interaction, and behaviour. It is shown that environmental and
neurological factors can influence educational outcomes of students with Autism Spectrum
Disoders.That is for a student with Autism spectrum disorder (ASD) to function in the
mainstream classroom environment, teachers should not have a preconceived notion about
these children. Teachers need to make adaptations in a variety of academic subjects and it is
important to modify the conversational language because students with ASD have a difficult
time understanding speech that is not literal. It’s also shown that learners benefit from
routine and predictability, yet this is demonstrated more so for learners with ASD as
evidenced through preferences for order, sameness and stability. Unforeseen changes to a
schedule or routine can cause a child with an ASD to become easily upset. Thereby
affecting educational outcomes.
References
Christensen, K. M. (2011). . "The Impact of Different Play Environments on the Social
Interactions of Toddlers with Disabilities.". All Graduate Theses and Dissertations,
Paper 1378.
Clark, J. (2012). Increasing Spontaneous Language in Learners with Autism. Journal of
Applied Behaviour Analysis, 227-233.
Cohen, T. (2012). The Invisible Disability: Perceptions and Potential of Learners with
Autism in Kisumu, Kenya. . Independent Study Project (ISP) collection, Paper 1245.
Fargo, C. (2013). "The use of virtual reality for teaching social skills to middle school
learners with autism. "Theses and Dissertations. Retrieved from
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Maenner, M., Warren, Z., Williams, A., Amoakohene, E., Bakian, A., & Bilder, D. (2020).
Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged
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Nickels, P. A. (2010). "Educational Interventions for Learners with Autism Spectrum
Disorders: Perceptions of Parents and Teachers in a Northeast Tennessee School
System.". Electronic Theses and Dissertations., Paper 1753. Retrieved from
http://dc.etsu.edu/etd/175
Odero, O. R., Onditi, D. M., & Wachianga, D. W. (2018). Influence of Environmental
Supports on Learning Outcomes among Learners with Autism Spectrum Disorders in
Special School Setting In Kenya. IOSR Journal of Research & Method in Education
(IOSR-JRME), 13-20.
Saghazadeh, A., & Rezaei, N. (2017). Systematic review and meta-analysis links autism and
toxic metals and highlights the impact of country development status: Higher blood
and erythrocyte levels for mercury and lead, and higher hair antimony, cadmium,
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Zeidan, J., Fombonne, E., Scorah, J., Ibrahim, A., Durkin, M., & Saxena, S. (2022). Global
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