Cognitive Age and Learning Environment in Individualized Education Programmes for Adults with Autism
DOI:
https://doi.org/10.56294/hl2024.400Keywords:
Academic, Autism, Adolescence, Individual Education Plan (IEP)Abstract
Autism affects adults, requiring tailored learning strategies and support services. Individual education programs (IEPs) can adjust interventions to accommodate cognitive age, while industrialized education aims to create an inclusive environment. Structured, predictable, and aesthetically ordered learning environments are best for adults with autism. Every IEP goal for the students in both groups was drawn from the kindergarten through fourth-grade criteria. As students entered puberty, low level of total aims and further curricular changes were made for the both groups of students. Most IEP goals focused on fundamental symptoms of autism such as communication skills rather than the growth of academic skills. This research examines educational programs for autistic teenagers (12–18) in involvement goals (IG) and non-involvement goals (NIG) conditions evidenced facilities, and curriculum adjustments. The overall number of IEP goals for youth guidelines standard education was lower. Still, those goals were more heavily weighted toward the growth of applied skills, as opposed to those for students who were not included and focused more on rote and procedure learning. Adults with autism can benefit from enhanced cognitive development in areas including attention, memory, problem-solving, and critical thinking by receiving education and therapies that are appropriate for their cognitive stage. In conclusion, two key components of tailored education for individuals with autism are comprehends the cognitive age and developing a suitable learning environment.
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Copyright (c) 2024 Anubhav Bhalla, Sidhant Das, Pooja Varma, Neha Rana, Geetika M. Patel, Sanjay Thorat, Sangita Jena (Author)
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