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CDWwas founded in 1984 at it provides a wide range of technology-relatedsolutions to its customers who are mostly businesses, governments,academic institutions and healthcare firms. The firm providesservices to three countries including the United States of America,Canada and the United Kingdom. Currently, it serves around 250, 000customers. This article is aimed at suggesting a response from thefirm to address the needs of academic institutions in the UnitedKingdom. More so, in addressing the response, the essay will mainlyfocus on the corporate social responsibility of the company in theeducation sector. In the course of the company`s formation, thefounder, Mr Michael Krasny developed a list of guiding principles.Most of these codes are directed towards the accomplishment of thecompany`s corporate social responsibilities. Moreover, the firmproduces an annual report detailing its activities regarding thesame. One of the company`s philosophies of success is, ‘people dobusiness with people they like.` Therefore, the company iscontinuously looking for better ways to come up with a greatercustomer experience by living its purpose and value at everytouchpoint of the schools that it provides services to. The variousindustry awards and recognition CDW has received serve as clearevidence of the company`s commitment to social responsibility.

Duringthe 1984-1994 timeframe, rapid growth in the number of computers inUK schools was observed. On average, every school had 85 computers bythe end of the period. As a result, the country was ahead of mostnations in terms of availability of basic computer hardwarecomponents in schools. The availability could be attributed to thechain of government engagements in the early 1970s. The UnitedKingdom Schools Council came up with a project that was aimed atexploring techniques through which the use of the computers could beincorporated into the curriculum. The government came up with theMicroelectronic Education Programme which taught students aboutmicrocomputing. The teaming up of the state and local authorities in1982 was a major breakthrough. Installation of computers in schoolsgained momentum and Information technology was included in theNational Curriculum. Currently, most schools in the country have atleast one computer (Lin et al., 2003, pp.59). Most children are nowable to learn how the former work and also develop ideas andprograms. However, there are many challenges and requirements facedby the education sector in relation to Information Technology. CDWtries as much as possible to address such issues.

Theincorporation of IT in many schools` curriculum has led to thepreparing of young people for life after school (Whitley, 1997,pp.22). The United Kingdom government introduced coding in thecountry`s curriculum in September 2014. Nevertheless, many schoolsfaced the challenge of implementing the same in their schools in away that was inspiring, harmless and cheap. CDW education andtechnology team came in to help the institutions to achieve their setgoals. Rather than the replacement of committed and charismaticteachers, the company aims at improving and reinforcing the value ofeducation that they provide to the kids. CDW has helped academicinstitutions to provide better learning to their students. It hasdone the latter by partnering with in-house teams. Consequently, ithas enabled the creation of course materials that are more visuallyexciting and interactive. Through its endeavors, the company hashelped schools that needed to recognize the individual learningstyles of the students. Just like every student requires an avenue todiscover new things, the company realizes that every school has adifferent approach to integrating technology into its curriculum.Therefore, CDW provides a broad range of solutions and services, fromwhich the schools chose the appropriate technology that fits thestudent and staff needs. More so, the company has accreditations forall the major technology merchants. Consequently, it can work withany academic institutions from the organization of its currentinfrastructure, through financing the new apparatus, to the choice ofapps to be installed in all the devices to be used in the school bythe students and staff.

Agood example of a school that has been significantly helped by thecompany is the Bolton School. It is one of the best performingindependent academic institutions in the North of UK. The school`sadministration, which is committed to IT and believes in deliveringold-fashioned values using modern technology, joined hands with CDWin a project that was aimed at improving e-learning in the school.Education specialists from the company helped the school to design acommissioned organization strategy for their fleet of iPads. CDWprovided 2,500 iPads and also supported in the configuration of theirproductivity software. Together with the school`s IT team which wasled by Tony Fox, the company managed the wireless connectivity of thedevices. Also, in consultation with the school`s administration, thefirm selected essential productivity apps for the students. Thecompany displayed its expertise in Apple technology by allowing theschool to communicate in case the system had any challenges. More so,through the help of the company, the school was able to identify themost cost-effective method to manage the fleet. Bolton School nowenjoys the latest technology, and when it needs an upgrade in thesystem, the procedure is manageable and less costly.

Manyschools find it hard to integrate special needs students into thegeneral classes. The resources in such schools do not fit the needsof the students with disabilities. The use of specialized devices andcomputers is essential in such situations. (Dahlberg, 2001, pp.145).CDW understands this. Therefore, it provides devices that areequipped with universal functionality. Some of the devices haveapplications that enable speech recognition, Braille displays andscreen-reading tools. Apart from IT-related help, the company alsooffers employment opportunities students who graduate with highgrades from some learning institutions to which it provides itsservices. This action motivates students to work hard regardingacademics.

Inconclusion, it is important for every organization to understand theconcept of corporate social responsibility and how to integrate itinto its activities. Ethical behaviour is crucial for both thecompanies and the economy of a country. Every customer has theirunique needs and requirements. By addressing the latter, the companyallows for mutual benefit as the client gets and appreciates theservices provided, and the company makes profit in the long run.


Dahlberg,L., 2001. Computer‐mediatedcommunication and the public sphere: A critical analysis. Journalof ComputerMediatedCommunication.

Whitley,B.E., 1997. Gender differences in computer-related attitudes andbehavior: A meta-analysis. Computersin human behavior.

Lin,Y., Zhang, W.J. and Watson, L.G., 2003. International Journal ofHuman–Computer Studies.


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Autismspectrum disorder (ASD) symptoms affect the development of a childall through to adulthood and which can either be mild or severe(JonathanTarbox, 2012 p 25).There is no known cure for ASD, but there is a variety of treatmentoffered through therapy that can help make the symptoms less active.Autism spectrum disorder is also called hidden disability mainlybecause people who are affected by it do not portray any significantphysical features from others but what makes them stand out is theirbehaviour. In a research done, it was estimated that in every 100children one had been diagnosed to have ASD (DennisR. Dixon, 2014 p 19).It has been noted that it is more common in boys than girls as theyhave a three to four chance of developing ASD. Diagnosis of ASD isusually done through observing the behaviour and development of achild. The onset of ASD is usually not detectable until a child getsto eighteen months to two years. In some cases, one can be diagnosedwith ASD when they are adults because it was not noted much earliersince they didn’t show all the symptoms related to ASD. The mostreliable age to make a diagnosis is the age of two years. For olderchildren and adolescents, diagnosis usually happens when a teacher orparent raises a concern after observing the child’s behaviour.Diagnosis in adults becomes difficult to detect as the symptoms canbe passed as mental disorders like schizophrenia (Johnny L. Matson,2016 p 41).

Symptomsof ASD

Themain symptoms that display from a person with ASD are socialinteractions, communication skills, and behavioural challenges. Theonset of ASD is usually not detectable until a child gets between theage of eighteen months to two years. In some cases, one can bediagnosed with ASD when they are adults since it was not noted muchearlier as they did not show all the symptoms related to ASD (EricSchopler, 2013 p 52). Difficulties in social interaction will includelack of understanding and unawareness of the emotions and feelings ofother people. An individual with ASD usually makes little or no eyecontact and have a tendency of not listening and looking at otherpeople. They will more than likely fail or be slow to respond whenone calls them by their name or if one tries to get their attentionverbally. Communication difficulties will include delayed languagedevelopment and being unable to start or hold a conversation.Behavioural challenges include following a set routine which ifdisrupted, angers the child and repetitive words or physical movement(Jennifer Doran, 2013 p 582). Other problems that people with ASDmight have include sensitivity to light, noise, temperature,clothing, and difficulty in sleeping, digesting, and being irritable.As much as ASD affects social skills, it also tampers withcommunication and behavior. It is also evident that people who haveASD tend to have strength and abilities. Some of the strengths andcapabilities may include having intelligence that is above average,being able to retain information for a long period, being visuallyempowered and auditory learners and excelling in math, music, art,and science.

Effectsof ASD on Children

Childrenwith ASD usually go through a lot of difficulties of loneliness, lackof friends and participate in few social activities. Children who areaffected with ASD have a significant challenge trying to fit insocial groups thus get frustrated because they are unable tocommunicate their feelings (Eric Schoplar, 2013 p 169). Thesechildren get even more frustrated because most of the time they donot understand what is happening around them. Because of thesefrustrations, they start to develop behaviours that help them reducestress which most of the time portrays them as being strange andunruly. Most people judge them from how they behave differently. Thechildren with ASD usually become isolated affecting their social andwellbeing. This isolation is due to how parents avoid taking thechildren to public places because they fear of how people will reactsince they do not understand their situation.

AutismSpectrum Disorder usually makes children who are affected miss outthe importance of life experiences like social, educational andleisure which their age mates are going through. These children oftendevelop low self-esteem, confidence, depression and other mentalproblems. They are also subjected to bullying by other kids who makethem be excluded from the mainstream school thus making them morevulnerable especially for teenagers (Eric Schoplar, 2013 p 155).

Effecton families

Mostof the siblings who are from families affected by Autism SpectrumDisorder usually suffer because of the stressful environment theyare unable to socialize and go out as a family because of thedifficulties faced at home (Eric Schoplar, 2013 p 51). The siblingsmight develop psychological problems because they strain to helptheir parents to take care of their bigger brother or sister who haveautism. Parents with autistic children will most of the time becomeisolated because most of them are emotionally depressed andphysically exhausted from taking extra care of the child. Parentsalso get frustrated because of being judged by society. They alsofeel guilty at how their child is missing out without having a way tohelp them. There is usually a financial burden on the parents as mostof the time one parent will stop working to take care of the child(John Cullinan, 2014 p 79). Autistic people usually have a sleepingdisorder. Their relatives in this situation get physically exhaustedsince the autistic child will have to be monitored most of the time.The children become difficult to handle when they throw tantrums.When these kids grow up, they usually become stronger. Parents fearsof who will take care of the children if they happen to die as mostof them believe they are the primary caregivers. More than often,families living with autistic children break up due to the stressexperienced, and this only amplifies the feeling of despair andisolation.

Thereare three types of ASD which Autistic disorder, Asperger syndrome,and Pervasive Development Disorder. The autistic disorder usually hassevere effects on language, social interactions, and behaviour.Asperger syndrome usually has mild effects on social interaction andbehavior. Children who are affected by it tend to be moreintelligent. Some kids with Asperger syndrome excel in math, science,music and have an active, creative memory. Pervasive DevelopmentDisorder in other words (PDD-NOS), usually shares the samecharacteristics of autistic disorder and Asperger disorder. Not allof them and their symptoms are usually milder. Children with PDD donot have good language skills but are also intelligent just like theones with Asperger syndrome.

Therapiesand Approaches

Autismspectrum disorder does not have a cure. However, there is a range ofspecial education and therapies that have been proven to effectivelyimprove the skills of children who have ASD (Ellen Giarelli, 2014 p292). It is mostly difficult to know which intervention will workbest for a child with ASD. All therapies and approaches work onimproving the critical stages of the development of a child`scommunication skills, social interaction skills, cognitive skills,and academic skills. Some of the therapies and approaches that areused to treat ASD are:

Appliedbehavioral analysis (ABA)

Appliedbehavioral analysis usually works on improving communication, andcognitive skills into simpler tasks. The highly structured ways arethe ones used to teach those tasks. It also works on rewarding andpracticing positive behavior while consistently discouraging andredirecting behavior that’s inappropriate. It is an intensivetherapy that is done 40 hours a week for two to three years.

Speechand language therapy (SLT)

Thisis a type of skills training that is designed to improve thecommunication proficiency of a child that will help enhance theirability to interact with others socially. Visual aids, toys, andstories are used to improve the communication skills. They assistthem to listen attentively and understand the emotions of anothernon-literal language (Dennis R. Dixon, 2013 p 19).


TEACCHis an educational approach that focuses on using visual prompts tohelp a child learn. Conducted research has pointed out that the factsthat affect children with ASD respond better to visually presentedinformation (Karla Herbert, 2013 p 73). Teachers can help to ensurethat children with ASD are treated fairly and comfortable in schoolby making sure that policies against bullying have been put intocontrol. Severe awareness should be raised to teach other childrenabout the effects of bullying an autistic child. The teachers shouldalso stop ignoring bullying incidents reported by parents. Teachersshould allow parents to chip in on their child’s IndividualEducation Plan (IEP). The teachers should always communicate with thefamilies and not just dismiss their concerns. This will aid theteachers in understanding more about the autistic child as they spendalmost 140 hours in a week with the parents.


Asa society, we should be more autism-friendly by focusing more on theabilities of people affected with autism spectrum disorder and notthe disabilities they have. We should work to reduce the stigma thatindividuals with autism and their families are subjected to frompeople who judge them unfairly. More awareness should be raised onAutism Spectrum Disorder, and we should take it as a personalresponsibility to continue learning and educating ourselves on thiscondition. Discrimination should not be an option as those affectedwith ASD need love, care, and patience as they learn and develop intoindependent people. We can only be successful by working together toensure that those who have ASD and their families receive support. Ifthe diagnosis is made at an early stage and treatment started, thenegative impact that this condition has on the development of a childwill improve as they go through the education system. There should bea compulsory training on autism put in place that teachers should gothrough to manage children with autism better while in school. As asociety, we should work on encouraging friendship in the communityand schools to ensure that we eliminate loneliness for those who areaffected. We should always remember that it’s not only the personwith this condition that has a hard time but the family as well.


Cullinan, John. &quotFinancial burden of Autism Spectrum Disorder in Families.&quot The Economics of Disabilities, 2014: 44-102.

Dixon, Dennis R. &quotDiagnosis of Autism spectrum Disorder in children.&quot International Handbook of Autism and Persuasive Development disorder, 2014: 17-25.

Doran, Jeniffer. &quotBevahvioural changes in children with ASD on childre/Ireland.&quot Resaecrh in special education on Autism spectrum Ireland, 2013: 552- 620.

Giarelli, Ellen. &quotTherapies and Approaches to Autism Spectrum Disorder in Ireland.&quot Nursing of Autism Spectrum Disorder, 2014: 258-364.

Haussler, Anne. &quotBehaviour of people with Autism.&quot Visual support for Children with Autism Spectrum Disorders, 2011: 17-48.

Herbert, Karla. &quotTeacch for children.&quot A creative Activity workbook for kids and Teens with Autism Spectrum in Ireland, 2013: 57-89.

Kensar, Myra. &quotThe descision making Process when working with Children/ Ireland.&quot Speaeh and Language Therapy, 2013: 114-190.

Matson, Johnny L. &quotDiagnosis of Autism adult patients.&quot Conditions in individuals with Autism/ Intellectual disabilities in Ireland, 2016: 27-55.

Schoplar, Eric. &quotThe effects of Autism in Family.&quot Effect of Autism in the Family and the challenges occured, 2013: 41-59.

schopler, Eric. &quotSymptoms of Autism in Children.&quot Pre school issues in Autism in Ireland, 2013: 154-178.

Tarbox, Jonathan. &quotHandbook of Early imtervation for Autism Spectrum Disorders.&quot 2014: 21-39.