Seeing that students with ASD need a complex approach that will allow them to control not only their learning process but also their emotional issues, particularly the anger- and aggression-related problems, teachers and administrators must join forces to create an environment in which ASD children will be encouraged to study actively and acquire academic skills successfully. Therefore, a combination of approaches must be used to enhance the education process among ASD students. For the same reason, teachers must collaborate with administrators. As long as the two coordinate their actions in designing the environment in which ASD learners will be encouraged to acquire the relevant knowledge fast and efficiently, the learning process will occur in a natural and uninhibited way.
For instance, administrators may help teachers establish contact with parents of ASD students. There is no secret that family support is one of the primary factors that determine the success of ASD students in the school environment. Therefore, parental involvement, as well as family support, in a more general sense, is crucial to the overall performance of learners with ASD. Administrators, in their turn, are capable of setting the foundation for a successful and continuous dialogue between the target audiences by arranging meetings with parents and developing the communication channels through which parents will be able to receive feedback about the academic progress of their child, as well as detailed instructions regarding their impact on the learner’s progress. As a result, the foil for the further successful development of the student can be created.
Apart from managing the issues associated with the teacher-parent communication, the collaboration between teachers and administrators is likely to lead to a significant improvement in the academic progress of ASD learners due to an improved schedule and the rearrangement of the activities in which the target students will participate. For instance, the anger issues and the aggressive outbursts to which ASD learners are prone can be handled successfully by introducing a range of physical activities into the curriculum. As a result, ASD learners will be able to use their energy in a more peaceful manner and, at the same time, will not feel that they are somehow inhibited from being proactive in the school environment.
In other words, the collaboration between teachers and administrators is a crucial element of setting the program for meeting the needs of ASD learners. The identified issue is especially important in the inclusion-based environment, where a teacher must cater to the needs of not only children with autism but also students with other health backgrounds. By making a joint effort at improving the academic environment to meet the needs of students with autism and ASD learners, one will achieve an impressive result.