The Didactic Challenges of Teaching Students with Autism (original) (raw)
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Inclusion Through Exclusion: Teachers' Perspectives on Teaching Students with Autism
Cypriot Journal of Educational Sciences, Vol 9, No 1 (2014), 2014
Today the number of Swedish students attending schools for students in the need of special educational support, due to their difficulties to reach intended learning outcomes, has increased. The article describes some challenges teachers working with children with high functioning autism face. The study is based on interviews with six-form colleges teachers working in a Swedish school for students with high functioning autism. Questions that are raised in this study are: How do teachers interpret students’ needs and experiences? Which educational considerations dominate teachers’ reflections about educational practices? In which ways their school contributes to the implementation of ‘education for all’? The analysis shows that teachers advocate personalised teaching solutions, extra resources and methodological clarity. Teachers are expected to be highly adaptable and their work centres on students’ social skills, behavioural training and socialization of youth, rather than only helping students to achieve learning outcomes. Educational policies of inclusion are partly based on exclusionary processes.
Developing Inclusive Education for Autistic Children: The Case of Laval School in Kenitra City
Inclusive Education provides a secure learning environment for disabled students. Inclusive education is a pressing issue. In a country like Morocco, where there has been a population growth, inclusive education plays an important role. Children with autism are prevalent in Morocco. Motivating children to learn and educate is a significant problem for us. As a result, we must enhance the educational system. We must prepare and educate our teachers for the upcoming difficulties of inclusive education. When children with and without disabilities participate and study in the same courses, this is referred to as inclusive education. According to research, when a disabled child attends courses with classmates who do not have disabilities, positive things happen. Inclusion is about giving children the support they need to learn and engage in meaningful ways. Help from friends or teachers may be quite beneficial at times. In recent decades, the inclusion of students with special educational needs in these institutions has been the topic of continuing research and discussion. The notion of inclusion is concerned with the provision of education throughout the student environment. As a result, the study's goal is to investigate the integration of autistic children into regular school classes. More particularly, the role of teaching assistants in the integration of students with Autism will be investigated. The case involved two female teaching assistants, with their experience of incorporating children with autism in inclusive schools being a consideration. To examine these perspectives, a qualitative method was employed, with class observation, interviews, and reporting serving as data collecting tools. The findings of the study suggest that teachers have an important role in the inclusion of children with autism in Laval inclusive school. They think that inclusion in an inclusive school will benefit them not just in terms of socializing but also in terms of learning.
Inclusive Education provides a secure learning environment for disabled students. Inclusive education is a pressing issue. In a country like Morocco, where there has been a population growth, inclusive education plays an important role. Children with autism are prevalent in Morocco. Motivating children to learn and educate is a significant problem for us. As a result, we must enhance the educational system. We must prepare and educate our teachers for the upcoming difficulties of inclusive education. When children with and without disabilities participate and study in the same courses, this is referred to as inclusive education. According to research, when a disabled child attends courses with classmates who do not have disabilities, positive things happen. Inclusion is about giving children the support they need to learn and engage in meaningful ways. Help from friends or teachers may be quite beneficial at times. In recent decades, the inclusion of students with special educational needs in these institutions has been the topic of continuing research and discussion. The notion of inclusion is concerned with the provision of education throughout the student environment. As a result, the study's goal is to investigate the integration of autistic children into regular school classes. More particularly, the role of teaching assistants in the integration of students with Autism will be investigated. The case involved two female teaching assistants, with their experience of incorporating children with autism in inclusive schools being a consideration. To examine these perspectives, a qualitative method was employed, with class observation, interviews, and reporting serving as data collecting tools. The findings of the study suggest that teachers have an important role in the inclusion of children with autism in Laval inclusive school. They think that inclusion in an inclusive school will benefit them not just in terms of socializing but also in terms of learning.
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)...
Disability and Rehabilitation
Purpose: The purpose of this study is to provide a description of the learning environment at Folk High School for participants with high-functioning autism and to examine their learning experience at Folk High School. Methods: A qualitative interview study was conducted with 21 participants who were enrolled at Folk High School which had been adapted to suit young adults with high-functioning autism. The interviews were analysed by means of a thematic content analysis which resulted in the identification of 6 themes related to learning experiences at Folk High School. Results: The participants enjoyed themselves and felt secure at Folk High School. They felt that they and their academic endeavours were suitably recognised, acknowledged, and understood. They reported that the teaching was suitably adapted for them and they felt that they could succeed in their studies. A frequent report that they made concerned their experience of clear structures in the teaching process and its predictability. The participants stated that Folk High School has the ability to satisfy each participant's needs, which entailed lower levels of perceived stress than what they had experienced in their previous schooling. The participants experienced personal development during their time at Folk High School. Conclusions: Folk High School, and its special character, is able to successfully satisfy the needs of participants with high-functioning autism. Many of the participants, for the first time in their lives, experienced a sense of inclusion in an educational system and felt that they could succeed in their studies. However, there exists a risk that they become institutionalised, which entails that the participants function well primarily in Folk High School's safe and caring environment. ä IMPLICATIONS FOR REHABILITATION A supportive environment including both formal and social learning is paramount for people with high-functioning autism. Individually adapted teaching that is structured and predictable improve the conditions under which they can focus on their studies and enjoy academic success. The teachers' relational competence and ability to show interest in each individual are crucial. Social-and special-pedagogic competencies need to co-exist so as to improve learning conditions. Internship/workplace training can provide an important social learning experience for participants, as they learn about themselves and others and as they develop their social competence. To practice living on one's own is a significant challenge, but it can create opportunities to learn about one's self and to develop a sense of responsibility and other social skills.
2012
This study examines the views of students with autism and intellectual disabilities regarding their school experience and their peers. This research is a qualitative study. A semi structured interview technique was used which was developed by the researcher. The participants were 10 students with intellectual disabilities, 10 students with autism, attending the 4 th , 5 th , 6 th grades of a primary school. Results showed that academically, students with intellectual disabilities had difficulties especially on math and science and they need to be supported and students with autism have difficulties on problem solving, reading and idioms. The students with disabilities are usually alone and not being chosen as a partner in play groups and also labeled as “problem child” however they reported still like their school.
Today the number of Swedish students attending schools for students in the need of special educational support, due to their difficulties to reach intended learning outcomes, has increased. The article describes some challenges teachers working with children with high functioning autism face. The study is based on interviews with six-form colleges teachers working in a Swedish school for students with high functioning autism. Questions that are raised in this study are: How do teachers interpret students' needs and experiences? Which educational considerations dominate teachers' reflections about educational practices? In which ways their school contributes to the implementation of 'education for all'? The analysis shows that teachers advocate personalised teaching solutions, extra resources and methodological clarity. Teachers are expected to be highly adaptable and their work centres on students' social skills, behavioural training and socialization of youth, rather than only helping students to achieve learning outcomes. Educational policies of inclusion are partly based on exclusionary processes.
Journal of Educational Administration
PurposeThe aim of this case study is to describe what commitment and actions are needed in the Swedish school so that principals — within the Swedish school policy framework and with the goal of creating an inclusive school culture and practice — can positively affect schooling for students with disabilities, with a particular focus on students with autism spectrum conditions (ASC). Three research questions guide the study: (1) What commitment and actions do principals consider important for developing an inclusive school for all students, with a particular focus on students with ASC? (2) How do the principals reflect on their own leadership in the development of inclusive education, with a particular focus on students with ASC? (3) Based on the results, what are the implications of the study in practice?Design/methodology/approachAs part of a three-step data collection method, a snowball sampling was conducted in which n = 6 principals were initially interviewed and the data analyz...