1. Discourse in Science and Special Education Jen KelleyCUST 6311 topic paperBelief and participation 2011

2. Important Points of Discourse Classroom community of respect and trust isfirmly established. Students respond positively when a directcurriculum of argumentation is presented andfollowed. 3. Part 2students identified in special education In what ways does discourse as a classroompractice influence the learning of childrenwith special needs? In what ways are children with special needscapable of engaging in this discourse? How are needs of all children from all culturesrepresented? 4. Studies for discourse abilities in children withAspergers Syndrome and High-functioning AutismStudies were conducted in the childrens own homes with their parents.The research looked at the childs ability to discuss narratives (stories)and responses to questions. 5. The un-written rules 6. How it all relates Children will Autism Spectrum Disorders, such asAspergers Syndrome, will be in general educationclassrooms with increasing population numberseach year. These students may or may not have difficultiesin everyday communication, but most will exhibitproblems in one or multiple areas with socialinteraction as it is the nature of their diagnosis. We need to be aware of how the culturaldifferences may affect a childs perception of thelearning environment. 7. How it all relates (cont.) With the standards of No Child Left Behind(NCLB) and IDEA Act of 1975 and its variousamendments, students are federally afforded theright to an education that serves their needs. As educators, we have an ethical and legalobligation to serve children identified with autismin our classrooms in such a way that they haveaccess to the learning despite of their disability,and perhaps, empower them.