Challenges of inclusive education implemented for students with autism spectrum disorder (Atena Editora) (original) (raw)
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Dialogoi! Theory and Praxis in Education, 2017
The researchers conducted a literature review of teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD). Research was conducted in ERIC, PsychLIT, EBSCO, Medline, and PubMed in order to find the relevant literature, using the following keywords “Teachers”, “Perceptions”, “Attitudes”, “Children with Autism”. From the search, 55 relevant research articles and dissertations were found. Results indicated that the majority of the teachers have limited or inadequate knowledge and basic misconceptions about ASD. They also have negative attitudes on the inclusive education of these students. On the other hand, few teachers have positive attitudes towards the integration of autistic pupils. A sufficient percentage of teachers have different attitudes/views on ASD. Additionally, this review revealed that some teachers hold neutral attitudes on the integration of these pupils. Furthermore, several educators perceive students with autism differently from typical students. This review suggests that teachers should receive more training on autism and the effective educational practices for these students. In this way, they will develop positive attitudes towards autistic children’s educational integration.positive attitudes towards the educational integration of students with autism.
PRECEPTOR AND RESIDENT: A COLLABORATIVE WORK IN THE SCHOOL INCLUSION OF AUTISTIC STUDENTS (Atena Editora), 2024
This article connotes an experience carried out in a regular classroom in the Initial Years of Elementary School between a preceptor teacher and a resident of the Pedagogy Course at ``Universidade Federal de Pernambuco``, providing pedagogical assistance to an autistic student. It also exposes a brief theoretical basis constructed by authors such as Paulo Freire (1987), Shon, Dewey (1959), Bleuler (1911), among others, about the pedagogical residence, autism and collaborative work in initial historical representation and its contemporary construction. It aligns with liberating pedagogical practices by being part of the conception of practical rationality. To collect data, we used semi-structured interviews, according to Triviños (1987). The nature of this research is qualitative based on the methodological assumptions of a case study, according to Minayo (2011). As this is an ongoing investigation, it must be considered that only a part of the data collected is presented up to the limit of its current scope, however, in a state sufficiently capable of demonstrating the impacts caused in the student inclusion process autistic, subject of this study, resulting from the collaborative work between the preceptor teacher and the resident involved in it.
education policy analysis archives
Inclusion of students with autism has been a challenge for educators who indicate gaps in professional training, especially regarding interventions in the school context. The international literature shows evidence of the effectiveness of a type of intervention not found in the national literature, called peer-mediated intervention (PMI). This study aims to review the PMI in the education of students with autism and its implications for research and pedagogical practice. The theoretical principles of child development behind this intervention are examined to describe the evolution of different procedures and methodologies historically used. Research shows effectiveness of this intervention for improving social skills of special education students and, more recently, for academic learning of children with autism. The broad use from naturalistic to controlled environments, the low cost, and complexity favor its use as a pedagogical practice by kindergarten teachers in inclusive settin...
Informal Pedagogical Assessment in Inclusive Secondary Education for a Student with Autism
International Journal of Social Science and Human Research
The paper presents school and instructional integration in secondary education with the methodology of observation for special educational needs [SENs] in autism. The hypothesis focuses on the literature teachers' ability to understand the difficulties faced by a junior high school teenager with autism spectrum disorder (ASD), as presented in the movie Ben X. For this purpose, the pedagogical tool [TISIPfSEN] is used, with a focus on the weekly timetable of lessons. The pedagogical approach is defined as a Targeted, Individually Structured, and Inclusive Intervention Program for Students with Special Educational Needs [SENs]. Based on the results, it seems that literacy teachers can understand the SENs of a student with ASD, such as Ben, through heterobservations with the Informal Pedagogical Assessment [IPA]. Furthermore, the philologist can set priorities for targeted instructional interventions, focusing on the time the student spends "sitting in front of" the compu...
Dialectical Dimensions on Inclusive Education : Involving Students with Autism Spectrum Conditions
Purpose: The aim of this essay and its contribution to research is to identify the opportunities, pitfalls, and dilemmas that can arise when inclusive education is organized with regard to students with ASC. In order to create more understanding of the situation for students with ASC in schools, the study focus on school leadership. Sub-studies: The essay consists of two studies. In the first study (1) the aim was to identify, describe, and analyze different research approaches to inclusive education and social participation for students with ASC, by performing a systematic research review. In the second study (2) principals of Swedish schools were interviewed, data collection was divided into three sets of interviews based on and using two models as tools in the analysis process. The models are the Index of Inclusion (Ainscow & Booth 2002) and three key concepts for inclusive school leadership (European Agency of Special Needs and Inclusive Education 2018; Óskarsdottir et al. 2020)...
Global Journal of Engineering and Technology Advances, 2024
Nowadays, the inclusive orientation of education has promoted the inalienable right of all children, including those with autism spectrum disorders (ASD), to be educated in mainstream schools alongside their typically developing (TD) peers. The autism spectrum includes developmental disorders that appear in early childhood and are characterized by qualitative deficits in social communication and adaptive behavior, impeding academic learning and social-emotional development. The aim of this paper is to study those practices that form the conditions for realizing the functional inclusion of ASD children in the traditional classroom. For this reason, through the literature review of modern foreign language scientific articles, an attempt was made to search and study the most widespread and research-documented intervention procedures and techniques, which develop the readiness skills of ASD children, providing them with quality opportunities for active learning and socialization alongside their TD peers. The results showed that when the earlier targeted educational approaches are used in the inclusive classroom, in a structured and predictable learning environment, taking into account their unique characteristics, interests and assessed educational needs, with the support of adequately trained teachers and an interdisciplinary team, in cooperation with the family, their dynamic involvement in the activities of the school program is facilitated. Furthmore, quality interactions with their TD peers are increased and therefore, the appearance of socially acceptable behaviors is promoted, which contributes to their acceptance by their classmates, laying the foundations for their smooth integration into society.
Students with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and Solutions
Ihlara Eğitim Araştırmaları Dergisi, 2021
Otizm Spektrum Bozukluğu (OSB) olan öğrencilerin genel eğitim sınıflarında aldıkları eğitimin bu öğrencilerin davranışların olumlu yönde gelişmesinde büyük rol oynadığı bilinmektedir. Kaynaştırma eğitimine OSB'li öğrencilerin dâhil edilmesi alanyazında tartışmalı bir konudur. Çünkü kaynaştırma eğitimine OSB'li öğrencileri dâhil etme süreci, eğitimin en karmaşık alanlarından biridir. Bu çalışma, kaynaştırma eğitiminde OSB'li öğrenciler ile çalışan tüm paydaşlara, engelleri açıklayarak ve bu öğrencilerin başarılı bir şekilde dâhil edilmelerine yönelik çözümler sunarak alana katkıda bulunmayı amaçlamaktadır. Bu amaç doğrultusunda araştırmada literatürde yer alan çalışmalar derinlemesine incelenmiştir. Araştırma bulgularına göre OSB'li öğrencilere sunulan kaynaştırma eğitiminin etkili olabilmesi için gerekli olan birkaç faktör vardır. OSB'li öğrencilerin genel refahı, okul personeli, tipik olarak gelişmekte olan akranlar, aile katılımı, fiziksel ve sosyal çevre, müfredat ve geçişler OSB'li öğrencilerin tam olarak kaynaştırma eğitimine dâhil edilmesinde anahtar rol oynamaktadır. Kaynaştırma eğitimin başarılı olabilmesi için bu faktörlerle ilgili herhangi bir engelin olmaması gerekir. Bu çalışmada, başarılı kaynaştırma eğitimin engelleri ve olası çözümleri sunulmuştur.
In this article, we describe an inclusive educational programme for a young boy severely affected by autism. The programme is exemplary not only academically, but also in terms of what children need socially and emotionally. It represents best practices in action. Given the wide agreement about what constitutes best education practices, but the lack of information about how to achieve these, we focus on the practical, systems-level interventions, including strong leadership, effective teaming, staff training, and ongoing flexibility and planning that have allowed the implementation of evidence-based practices in a school setting rather than on the specifics of the child’s individual programme. In taking this approach, we describe overarching challenges and solutions that might contribute to the successful education of other children with an ASD. Our purpose is to share a positive story, which we hope will serve as an inspiration to others.
Autism in an Inclusive Class: A case study of how teachers manage to include pupils with autism
2017
First and foremost, I thank the Almighty God for leading me to a successful end of this thesis.Thank you to everyone in Ghana and Norway who contributed either directly or indirectly to the success of this research. My sincere gratitude goes to the Head Mistress of Effiduase Methodist Primary School who opened the doors for me to conduct my research in the school. All the time she dedicated to me during this research and all her responses are much appreciated. Finally, a big thank you goes to all the participants of this research for their time, patience, and responses. This thesis would not have been possible without them. I take this opportunity to say a special thank you to my academic supervisor Prof. Kolbjørn Varmann. His guidance, support, encouragement, and above all commitment has been very instrumental in shaping this theis. Also, his prompt comment on drafts were very helpful and most appreciated. To my wife, I appreciate all the sleepless nights she went through to enable me complete this thesis. Her emotional and physical support has contributed to making this thesis a success. Also, to my son and daughter, my heartfelt gratitude goes to them for their understanding during the period I was away from home for data collection. To my son (Kwaku Gyumah Forkuo Aboagye), daughter (Akosua Oforiwaa Nyamekye Aboagye), and my Wife (Maame Efua Arhin Aboagye) I dedicate this thesis for their unconditional love.
Proceedings of INTCESS 2023- 10th International Conference on Education and Education of Social Sciences
One of the priority goals of future education is inclusive education. When creating inclusive educational environments, it is important to ensure that every child would have the opportunity to receive quality education together with his peers in the local community closest to him, in the educational institution closest to his home. This obliges schools to constantly monitor the quality factors of education and improve their readiness to accept all learners regardless of any individual characteristics, obstacles or arising difficulties, and to strive to ensure the effective education of pupils. Research shows that in many countries, including Lithuania, general education schools experience a number of difficulties in educating children with autism spectrum disorder (hereinafter referred to as ASD). It is appropriate to conduct research on good practices in inclusive education based on the subjective perceptions and attitudes of different participants. The purpose of the study is to r...