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are necessary to everyone's survival in a community. This is
no less true for individuals with autism.
Families of children with autism have a particularly
difficult task in choosing an educational approach where
their child can learn most effectively and
appropriately.
As in the case of Chelsea Arthur's parents, many parents
of children with autism would like the option of full
inclusion with support.
By being included as a member of a class where most of
her classmates do not have a disability, five year old
Chelsea can have the opportunity to learn with her peers
who are appropriate role models for socialization,
communication, and coping skills.
The Arthurs believe that inclusion will help achieve
their ultimate goal of having Chelsea live, work, and play
in their community, while being as independent as possible.
Chelsea was diagnosed with pervasive development disorder at
age three.
Their commitment to inclusion is fortified by research
that shows children with autism are more likely to be
accepted in a community when others have had the chance to
get to know them by learning, playing, and living
together.
When the Arthurs needed help with teacher training and
classroom support, they asked CARD-USF for assistance.
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