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All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS) International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET)
Shazia Afzal
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Inclusive Classroom Strategies: Enhancing Learning Outcomes for Students with Autism Spectrum Disorder Shazia Afzal
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 4 No. 8 (2025): JULY
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v4i8.795

Abstract

The goal of inclusive education is to make learning spaces fair for all students, no matter how smart they are. Students with Autism Spectrum Disorder (ASD) may have distinct obstacles in conventional classes, such as issues with communication, social engagement, and sensory control. This research examines evidence-based inclusive classroom techniques that improve the educational results of kids with ASD. Some of the most important methods include differentiated instruction, visual aids, peer-mediated learning, sensory-friendly changes, and the use of assistive technology. The report stresses how important it is for teachers to be ready, get individual help, and work together to plan. The study discusses the problems that make it hard to include everyone, such not having enough resources or teachers who aren't trained well enough. It also gives useful advice to teachers and legislators. The results show that with the correct tactics and support structures, inclusive classrooms may help kids with ASD do better in school, get along with others, and feel better emotionally.
Early Intervention and Its Impact on the Cognitive Development of Children with Down Syndrome Shazia Afzal
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 5 (2025): September
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i4.3209

Abstract

Due to genetic and neurological reasons, children with Down Syndrome (DS) are quite likely to have cognitive deficits. This study report examines the importance of early intervention in improving the cognitive development of children with Down syndrome. Based on a thorough analysis of empirical data, the study analyzes the favorable effects of early therapies—such as physical, speech, occupational, and educational interventions—on cognitive processes including memory, attention, language, and executive abilities. Results show that treatments started in the first five years of life can greatly increase intellectual functioning, school preparation, and adaptive behaviors. The study emphasizes the significance of interdisciplinary, family-centered, and personalized strategies in optimizing developmental outcomes for children with Down syndrome. Policy suggestions are made to make early intervention programs easier to use, better, and more successful.
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