Using SWOT analysis as an advocacy tool advancing a better learning environment for learners with autism in the USA

Autism spectrum disorder (ASD) is a brain development disability extending into other neurological and developmental disorders. The disorder interrupts with brain’s function to interpret impulses manifesting as verbal, visual, audio (sensual) and physical action. This leads to a wide range of severity and is one reason is why it is termed a spectrum disorder. It affects reflexes and the executive functions such as the way people use their limbs, interact with others, communicate, learn, and behave. Autism can be diagnosed at any age, and it is described as a “developmental disorder” because its symptoms generally appear in the first 2 years of life (NIH [National Institute of Mental Health], n.d.). For purposes of telling a lean themed story, this paper generalizes Autism but there is more than one type. There are five major types of autism which include Asperger’s syndrome, Rett syndrome, childhood disintegrative disorder, Kanner’s syndrome, and pervasive developmental disorder – not otherwise specified (Integrity Inc., 2024). This paper discusses contexts and not the typology of ASD.

In a classroom setting learners with ASD, may walk in, sit at their desk, take a book out, follow the teacher’s instructions, engage in the tasks allocated, stay on task but all of a sudden get into an episodic disruptive mood setting in  redirection. This affects their academic engagement and acquisition of agency toward building the portrait of an academic or graduate at any given level. It also affects the way they relate socially, culturally and physically setting the need for special education support. The support is deterrent or anticipates and addresses consequences disruptive behavior through behavior modification. Behavior modification can involve strategies such as positive reinforcement and incentives to help students learn behaviors that are less disruptive and more socially acceptable (IDEA [Individuals with Disabilities Education Act] Resources, n.d.).

To fit persons with disabilities, especially learners with ASD with executive functional possibilities and opportunities to engage, to the best of their ability, in life uplifting functions is beneficial because it leads to reducing the negative and disruptive consequences of reactionary biological, emotional, behavioral and development impairment. It brings about a transformative awareness contributing to quality life, pursuance of happiness fostered by acquisition of educational qualifications, enabling one to experience liberty, democracy and nation building.  Learners with ASD experience difficulty with communication and interaction with other people; have restricted interests and repetitive behaviors; may choose a particular person or persons to whom they attach; have a problem withdrawing; and require more than one observer or specialists in behavior, emotional and social skills redirection to work with them. This means that a large number of personnel per child must be in manageable ratios. This raises considerations called accommodations such as diversion away from academic grade acquisition thus affecting their ability to function in class. ASD affects other areas of life too.  But it does not mean that we need to give up on persons with ASD or any person with a disability.

A SWOT analysis can be used to generate a strategic plan whose proof of concept or principle can be used for all other disabilities with the overall goal of improving knowledge and development of social problem-solving skills (NOJ [National Institute of Justice], 2024). A SWOT analysis crystalizes and characterizes the internalities and externalities whose elements influence how to address disabilities including ASD. The internalities range from a school’s readiness and preparedness to establish school-based behavior management fostering contingent reinforcement for appropriate behavior;  behavior reduction procedures; appropriate Interventions that promote mastering academics; developing social skills; increasing self-awareness, self-esteem, and self-control; career education (both academic and vocational programs) linked to Individualized Education Program (IEP); and placement in self-contained or alternative settings with the goal of  self-regulation processes that override the habitual and negative response sequences that prohibit independent and sustained positive social functioning leading to engagement in appropriate social self-regulation (Smith, et al., 2017; & IDEA [Individuals with Disabilities Education Act] Resources, n.d.). In this setting it is possible to provide remedies for different forms of ASD typologies present in a given school district. Such a school district will have Special Education qualified teachers, social workers, psychologists, staff trained to work with Learners with ASD and material resources that can be used to promote redirection and self-government. Upon this routine and a climate of learning, social and behavioral processes are built. Outside of this are the external parameters such as the learning supports that favor inclusive learning for learners with ASD. This means that the entire nine yards from social, political, legal, physical, gender, infrastructure and physical enabling and responsive factors must be accounted for. To pull together all these moving parts and creating a cogent plan is possible using data generated from a SWOT analysis. Using the four SWOT dimensions can help one frame the internal and external progression pathways for instance for a school promoting inclusivity for Learners with ASD. In identifying Strengths, Weaknesses, Opportunities and Threats, the right questions are posed, aligning the questions to solutions will in turn create the critical mass of support systems and structures leading to schools promoting learning for learners with ASD (SWOT) (Teoli, et al., 2023). Behavioral supports, systems, and routines in school are necessary to create the right cultural milieu in which students including special education students access opportunities to promote healthy behaviors (DC [District of Columbia] Special Educational Hub, 2023). Examples of behavioral supports, systems, and routines provide remedies for a wide range of challenges, including executive functioning, self-regulation, emotion-identification, nutrition, exercise, speech therapy, writing, art, music, dance, drama and mental health needs.

Questions and solutions gathered from observation, anecdotally, or from literature and records inform SWOT processes. According to Yell (2019), most of the internal and external factors of disabilities are addressed by disability justice. Disability justice elements include equitable services promoting inclusivity, anchored in policy, acknowledging that people function in a number of ways, recognizing the diversity of humanity, fostering functioning on a number of environments, systems that support growth, ensuring language awareness and room for life enhancing paradigms. These paradigms are based on moral humanitarianism, economics cultural or social norms, public sentiment and metaphysical or religious beliefs. These paradigms set the stage for advocacy and litigation. Both political and legal means have been used to push for provision of special education formalized through the Constitution.

The Constitution levelled the filed in which different disabilities were addressed. It also established a format or formula to address the comprehensive issues of disability. Outlining issues in their comprehensive nature breeds reliable, dependable, balanced, bold and evidence--based policies that are representative of the diverse character of beneficiaries leading to meaningfulness and geared at making communities liveable and quality life assuring (Shaw, 2020; & Ziegele et al., 2024). It ensures the provision of special education to students with disabilities in form of rights, liberties actions to achieve certain common goods and sharing power between States and Federal government. Knowledge of the legal landscape and using that knowledge to advocate for improved health equity for all means enjoyment of family life, allowing the child to go through the motions of life, a commitment to engaging in the promise of life for the child, parents, teachers, social workers, psychologists and community members and humanity. This means institutionalisation at system and structure levels fostering equity, accessibility, affordability, acceptability and availability. The Law has characterized the different alternatives that work in unison to promote an environment where Persons with Disabilities contribute to the U.S. democracy. The U.S is a democracy so educated citizens make democracy viable, regenerative and transformative (Yell, p. 14).  However, this is not always the case as there are competing interests that bump disability issues from the center of the agenda.

The U.S. Department of State and Department of Interior list major policy issues the U.S is concerned about. Disabilities are not expressly mentioned but may be implied under human rights in the case of the State Department or Investing in America in the case of Department of Interior (DOS [Department of State], (n.d.); & DOI [Department of Interior], n.d.). The Law has characterized the themes to fulfil as far as Disability goes. These are ensuring success in life, opportunities for employment, opportunities for education, education as a right, equal opportunities, special education, civil rights, federal government involvement, affirmation, recognition,  and compulsory attendance laws. The laws ensure that all Persons With Disabilities receive beneficial and meaningful educational programs and make school districts accountable for providing quality programming fostering accessible education; joining competitive workforce; opportunities to graduate from high school; completing college; and contributing to fulfilled life experiences.    

Political and legal policy brought about changes in the United States and established the strong points and transformative opportunities establishing special education. It translated into a critical mass of people, resources and finances catalyzing presence of communities delivering impact. Within this milieu rose opportunities to establish budgetary and economic sources which in turn can contribute to transformative impact. A community that cares and caters for learners or people with disabilities where they reside means that those communities foster accessibility, affordability, acceptability and availability of services. This means that everybody experiences community and society without restrictions imposed on them.   This is an interpretation of many of the decisions such as the Olmstead decision. This led to deinstitutionalization, allowed States to fund support systems at community level and established precedents such as that  community living is a right and that access to supports that one needs at one’s home is a right too. Making communities the point of care addresses gaps too.

Disability Justice Laws led to different outcomes which characterize experiences of disability and contribute to advancing equity; collaboration at Federal, State and Local levels (School Districts).  These address gaps (weaknesses) which if not met mean that it is possible to deploy service workforce and sustain facilities at community level such as semi-urban or rural areas hence promoting better living and quality life for all.  This is another way to continue addressing vulnerabilities and threats. Further to that laws such as the Section 504 of the Rehabilitation Act, 1973, established the School District. The 5th, 10th and 14th Amendments, addressed specific areas. Due process established the right to life; right to property and education as a property right. The 10th Amendment established the State as an authority deciding the education policy at State level. The 14th Amendment established protection of individuals with disabilities, Equal protection, the Department of Education and the right to quality education to all people. Laws defined disabilities (e.g., Autism or traumatic brain injury), refined strategies, establish obligations and foster comprehensive approaches that establish educational determinism, catalyze the establishment of institutionalized systems and structures making education opportunities available, affordable, accessible, acceptable and redemptive leading to equal opportunities protection (Canfield-Davis, et al. 2010; & Yell, 2019).

In conclusion, SWOT reveals the moving parts that enable systems and structures to address disabilities. Social and Disability Justice show are the Political and Legal contexts defining the strong points (strength), weakness, opportunities and threats. Disability Justice drew its strength from the Constitution in form of Laws and Amendments. The Laws and Amendments catalyze action out of which it is possible to build the space in which alternatives such as dignity, sanctity of life, education and disability are addressed using rights-based; evidence-based; systems and structures; and protection approaches. But within what appeared as strengths gaps (weaknesses) appeared too. It is against this that goals such as compulsory attendance and inclusion were called for. Continued advocacy led to establishment of more laws that dignified a person with disability and ensured that humanity was restored through a declaration that PWDs must enjoy the same human rights like any other person. It was not an easy transition. The rights include right to life, property and education. The law added a dimension to the definition of human diversity. Further advocacy led to laws that established remedies. This gave rise to further alternatives which leveraged outcomes contributing to quality life outcomes (Bardach, et al., 2019). The different outcomes are drawn from the different laws and these contribute to advancing equity; collaboration at Federal, State and Local levels (School Districts). This shared values and recognition of each other’s insights while ensuring ethical rigor, objectivity (CDC [Centers for Disease Control and Prevention], 2016).  Collaboration builds contexts for broad basedness which allows contribution from many sources; establishes possibilities to evaluate data (Hantry, et al., 2003; Hantry, et al., 2004: & Morley, et al., 2004); and facilitates exchange of information at the local unit, state and federal levels (Porterfield, et al., 2015). This is the context which may foster better resource identification, evaluation, education, mobilization, allocation, use and management leading to quality outcomes.

SWOT builds the narrative to formulate and synthesize policy. However, further research is needed to study how this applies to systems, structures and changes in the quality of life measured against equity, accessibility, affordability, acceptability and availability contributing to better life outcomes for the different disability categories.

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