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Societal and cultural aspects of autism or sociology of autism [1] come into play with recognition of autism, approaches to its support services and therapies, and how autism affects the definition of personhood. [2] The autistic community is divided primarily into two camps: the autism rights movement and the pathology paradigm.
Within mainstream schools it has been shown that primary schools had a higher number of students with disabilities with a high 9.1% where students within secondary schools where only 7.4% had a disability. Out of the 71,000 students attending school with a disability, 64.7% have been known to have a severe or core-activated limitation.
Training schools sought to train people with intellectual and developmental disabilities, even if that aim was almost never followed through. Other models of institutions also arose, but all of them were often called state schools. [1] Superintendents of institutions believed that people with different disabilities should be separated.
[13] Primarily, though, children are placed into institutions at an early age. Since 1993, the Ministry of Education made a recommendation regarding the creation of the availability of classes for children with learning disabilities, but this sort of social change is still in progress.
Strategies used are designed to address the difficulties faced by all people with autism, and be adaptable to whatever style and degree of support is required. [2] TEACCH methodology is rooted in behavior therapy, more recently combining cognitive elements, [ 4 ] guided by theories suggesting that behavior typical of people with autism results ...
Inclusion has different historical roots/background which may be integration of students with severe disabilities in the US (who may previously been excluded from schools or even lived in institutions) [7] [8] [9] or an inclusion model from Canada and the US (e.g., Syracuse University, New York) which is very popular with inclusion teachers who believe in participatory learning, cooperative ...
Research reveals that the post-institutional syndrome occurring in these children gave rise to symptoms of autistic behavior. Studies done on eight Romanian adoptees living in the Netherlands revealed that about one third of the children exhibited behavioral and communication problems resembling that of autism. [12]
b) Normalization does not support "dumping" people into the community or into schools without support. Normalization has been blamed for the closure of services (such as institutions) leading to a lack of support for children and adults with disabilities. Indeed, normalization personnel are often affiliated with human rights groups ...