Critically reflect on how the course, and your completion of the course assessments, has helped you to further your personal, academic, and workrelated goals.

Topic: Critically reflect on how the course, and your completion of the course
assessments, has helped you to further your personal, academic, and workrelated
goals. (500 words)
This reflection can be written in first person.
Referencing & Research: It is expected that students will search for and utilise a range of current (published in the
last 8 years) academic literature (e.g. peer-reviewed journal articles, book chapters, authoritative websites) to
strengthen and substantiate all writing. Reference material is used to support writing; direct concepts and
quotations need to be appropriately acknowledged through the use of correct formatting and in-text citations.
Students should familiarise themselves with the expectations of appropriate use of APA 7th Edition referencing.
You may use the following questions to structure your reflection: (purple are responses I have for you to
make reference to as you write your answers but feel free to change it. It is only there as a guide)
1. What were your personal goals for this course? Discuss how well you met your personal goals. If your goals
changed, discuss how and if unforeseen goals emerged, and describe what they were.
a. personal goal: An autistic adult who is passionate to work in the community to better serve the diverse
leaders of tomorrow, whilst enhancing their own personal wellbeing.
2. What have you learned and how have you grown through participation in the course. What aspects of the
course have made a lasting impact on your knowledge, attitudes and behaviours?
a. What have you learned
o All students with ASD need educational adjustments
o Although there are a number of strategies which have been proven to be successful, a
careful analysis of the pupil’s learning needs must have taken place to understand how
ASD will affect each individual pupil’s perspective, motivation and preferred ways of
working.
o There are no two people with ASD who will be exactly alike. Therefore, it is imperative
for educators to develop effective intervention strategies for students with ASD.
o most students with ASD will benefit from a structured and explicitly outlined teaching
approach with clear expectations (Dixon et al., 2017). Structure and predictability can
reduce anxiety and stress and, in some cases, challenging behaviour (Pittman, 2007).
This structured teaching approach needs to be supported, where appropriate, by visual
materials.
o The physical learning environment impacts significantly on students on the autism
spectrum because of their sensory sensitivities (Smith-Myles, 2005). It is important to
provide as predictable and as calm an environment as possible. As a general rule, aim for
a clutter-free environment to cut down on distraction and confusion.
o Students with ASD have significant social communication problems. Social
communication problems refer to the effective use and understanding of
communication in a social context including non-verbal communication, such as eye
gaze, facial expressions, body language, gestures and tone of voice. Also, they may
appear to know a lot of words and use them correctly but often comprehension of
meaning is lacking (Smith, 2012). Therefore, simplifying language is often necessary.
o There will also be a need to plan the social environment and be aware of strategies to
support pupils to negotiate the hidden social curriculum of the classroom. Anxiety may
also be an issue as children and young people on the autism spectrum may experience
significant social interaction difficulties that need to be addressed before they are ready
to learn. Social-emotional learning is fundamental to the success of every component of
the teaching and learning program of the classroom. It is essential for students on the
autism spectrum (Dixon, et al. 2017).
b. How have you grown through participation in the course
As an educator the journey I began in November 2021 has taken me to places I never thought was
possible. By reaching out and seeking professional guidance, I was able to not only open up an
avenue to critical resources for people with autism, but also improve the educational experiences of
autistic children as well as those of their mainstream classmates too.
c. What aspects of the course have made a lasting impact on your knowledge, attitudes and
behaviours
o Youth with autism are especially vulnerable during this transitional period because of their
difficulties with communication and social interaction, a greater reliance on others for aid,
and a high rate of additional mental and physical health problems.
o How life turns out is not solely a function of an individual’s behaviours, symptoms and their
abilities. Everyone is embedded in social contexts like families, schools, neighbourhoods and
organizations. However, the vast majority of research on autism studies individual
development and treatment without much regard for social context.
3. How will you use the information gained in the course to support students with autism in your professional
workplace? Feel free to highlight changes in your teaching practice.
To key to supporting for the students with autism in my workplace is to try and piece together the jigsaw
which led to the problematic event. To do this, I will need to look at the A-B-Cs: Antecedents (what
happened before), Behaviour (of the student) and Consequences. I like to minimise any unnecessary
paperwork because if there has been an example of an autistic student struggling with behaviour, I need to
identify the most significant events in the fastest possible time. I then need to act quickly to de-escalate a
potentially unsafe incident from occurring while also calculating the best course of action for all people
involved.
References (some of these references are more than 8 years and cannot be used, need to change)
1. Dixon, R., Woodcock, S., Tanner, K. Woodley, L. & Webster, A. 2017. Teaching in Inclusive School
Environments, (2nd ed.) Macksville: David Barlow Publishing.
2. Pittman, M. 2007. Helping Pupils with Autistic Spectrum Disorders to Learn, London: SAGE
Publications.
3. Smith, T. 2012. Making Inclusion Work for Students with Autism Spectrum Disorders: An EvidenceBased
Guide, NY: The Guilford Press.
4. Smith-Myles,B., Cook, K., Miller, N.E.,Rinner, L. & Robbins, L.A. 2005. Asperger Syndrome and
Sensory Issues, Shawnee Mission KS: Autism Asperger Publishing Co.
There needs to be at least 6 references.
Information about the course and course assessments
• Course: Autism
• Assessment task 1: Your task is to identify the key issue/s within the statement “Autism should not be viewed as a
disability, but as part of the range of human difference”and present a persuasive essay that considers evidence both for
and against the statement. You will choose a position, for or against the statement, and will use evidence to integrate
your own and others’ ideas to support the position taken, while also addressing the opposing arguments in a
professional manner.
• Assessment task 2: The purpose of this task is to provide opportunity for students to demonstrate knowledge and
understanding of the key concepts of a chosen e