Inclusive education in mainstream schools with a focus on students with autism spectrum disorders in the Czech Republic (original) (raw)
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The inclusion of students with autism spectrum disorders in the region of Southwest Macedonia
2019
Vladimir E. Trajkovski, Tamara Stancheska Macedonian Scientific Society for Autism, Institute of Special Education and Rehabilitation, Faculty of Philosophy, University “Ss. Cyril and Methodius”, Skopje, Macedonia Regular School “Slavko Lumbarkovski”, Novaci, Macedonia. Introduction: The education of students with autism spectrum disorders (ASD) is a challenging issue for public schools. Due to legal and educational reasons, many children with ASD are included in the general education setting for all or portions of the school day. The aim of this research is to assess the quality of the functioning of education and upbringing in children with ASD. Methods: Parents and teachers of children with ASD were included in this study. There were 31 examinees, which are from 3 cities in Macedonia: Bitola, Ohrid and Prilep. The difference between the two groups, teachers and parents regarding these aspects is tested using a Chi square test that compares the differences in the frequency of give...
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...
The New Education Review, 2018
The article attempts to analyse the issue of students with autism spectrum disorders who attend two types of educational institutions-integrated classes in mainstream state school and special education institutions with separate classes for students with autism. Popularity and availability more often than effectiveness affect the choice of an educational institution. Parents' decisions may also stem from lack of awareness of the scope of educational activities conducted in each institution. One of the measures of educational success is the evaluation of the quality of life in certain spheres of students' lives.
Journal of Educational and Social Research, 2013
Parents and pedagogical staff face real challenges because of the alarming growth of cases of Autism Spectrum Disorders, especially of those with symptoms mainly in the cognitive, social, and emotional area. The inclusion of children with ASD-s in normal classrooms, is a complex problem related to the difficulties children display as much as to the deficiency of their psycho-pedagogical treatment. Statistics of the Regional Educational Directorate of Tirana, highlight the fact that there are thirteen autistic pupils who are attending Grade 1 during the academic year 2012-2013. What about the others? It is not easy to define the number of those children who attend school or those who do not, and of those who are integrated into classrooms with normal children. This study is focused on analyzing the factors which influence the exclusion of children with ASDs in the elementary educational system and its consequences. The applied methodology is: study of the literature about education of children with ASDs, focus groups of parents, analysis of statistical data of the Regional Educational Directorate of Tirana. The aim of this study is to bring in facts and arguments about the elements that influence the exclusion of children with ASDs from the educational system, from the point of view of the parent-who has faced to this challenge, and of the schoolmaster-who determines the psycho-pedagogical concerns of the treatment of this category of children, intending to work so as to achieve their inclusion in normal classrooms.
Research in Developmental Disabilities, 2020
Background: This report maps autism and special education needs (SEN) policies, alongside teacher responsibilities in the education of children with SEN in Austria, Hungary, Czech Republic, and Slovakia. Methods and Procedure: A policy path analysis using a scoping review as an underlying methodological framework was performed. Outcomes and Results: The end of communism and accession to the European Union were critical for the countries under study. They passed crucial policies after international policies and adopted a three-stream approach towards providing education: (1) special schools; (2) special classes in mainstream schools; or (3) mainstream classes. Special schools remain for children that cannot participate in mainstream schools. Teachers are given high levels of responsibility. Conclusion and Implications: Changes in international guidance greatly impacted Austria, Hungary, Slovakia and the Czech Republic. The education systems aim for inclusion, though segregation remains for children that cannot thrive in mainstream schools. Teachers are pivotal in the education of children with SEN, more so than with typical children.
2023
With the entry into force of the principles of democracy in modern society, inclusive education that means the right of all people to education, ensuring the presence, participation and progress and, above all, equal opportunities of all pupils, is becoming important. There are more and more children in the country who are being diagnosed with autism spectrum disorder, but their fate is determined not by the disorder itself, but by psychological, social and pedagogical rehabilitation. It is necessary to provide a child with special educational needs with the opportunity to use the services of specialists, help one constructively so that (s)he becomes as involved in the life of society as possible, could develop one's personality and improve spiritually (Convention on the Rights of the Child, 1989; Lithuania's Progress Strategy "Lithuania 2030" 2012). The aim is to reveal teachers' attitude about the possibilities of the implementation of equal opportunities for children with autism spectrum disorder in the preschool education institution. To achieve the aim, a qualitative study using an in-depth interview method, was conducted. The qualitative content analysis was used to process the research data. The findings of the research revealed that teachers believe that opportunities to ensure equal rights for children with autism are limited: it is difficult to ensure the safety of children; teachers do not have assistants; premises are not fully adapted; it is hard to change the established negative attitude of other people. Nevertheless, teachers provide individualized education opportunities for children with autism spectrum disorder; provide them with appropriate and safe means of education; create a separate space in the group, communicate and cooperate with children's parents, thus ensuring more effective education; involve the child in social activities.
Equal opportunities to social inclusion for autistic children
The prevalence rate of autism disorders has dramatically increased during the last years. The Centre for Disease Control and Prevention from Atlanta estimates that about 1 in 68 children have been identified with autism spectrum disorder (ASD). Children with ASD present problems with social, emotional and communication skills in their daily life. Moreover, they present difficulties since early childhood in key areas for learning and development processes. Due to these characteristics most of children with ASD need specific programmes of educative inclusion; in this sense, early action and care is very important to favor a positive long-term development, as well as their inclusion into society. The project entitled "Equal Opportunities to Social Inclusion for Autistic Children, EOSIAC", funded under the Grundtvig programme from the European Commission (ref. 2013-1-RO1-GRU06-29490) is mainly aimed to support the integration of children between 5 and 10 years old with autism in public education. Through this transnational project professionals from different fields involved in the care of autism from different countries (Romania, Spain, Italy, Germany, Turkey and Bulgaria) are exchanging knowledge and best practices aimed to create a network of specialized educators and counselors. This point is very relevant as it entails an empowerment of professionals in this field through the acquisition of more knowledge about educative inclusion of ASD based in the different realities from several European contexts. Within the project, Polibienestar Research Institute (www.polibienestar.org) is in charge of the development of a methodology for integrating the phenomenon of autistic children in public education that can be applied successfully in each country participating in the project. These methodological guidelines will be based in references and good practices with scientific evidence, taking into consideration a revision of recent researches, initiatives and legislation frameworks. The methodology will contain the main basis for an effective integration of children and it will be easy-to-adapt to different cultural, educative and legislative contexts. Other relevant products of the project will be the development of guidelines for parents of children with ASD to help them in the care of their children; and guidelines for teachers providing knowledge and skills on integration. So, through the involvement of parents of children with ASD and their teachers it is expected that the project has a real impact on children's quality of life and wellbeing.
Advances in Autism, 2019
Purpose The purpose of this paper is to present new empirical data on the experiences of 120 teachers and professionals working with autistic children and young people across different settings in Poland where autism research on inclusive education is scarce. It explores the relationship of inclusive education to the social and neurodiversity models of disability. It makes evidence-based recommendations for good practice and modelling and evaluating future education and inclusion practices. Design/methodology/approach It uses a survey approach involving a combination of qualitative and quantitative data collection and embeds practical findings in theory, including the relationship of inclusive education to the social and neurodiversity models of disability. Findings The findings include the barriers teachers and related professionals experience in facilitating inclusive teaching and learning and how the following would be useful to autistic students: opportunities to exercise respon...
The Reality of Education of Children with Autism in Mainstream 9-Year Schools in Albania
Academic Journal of Interdisciplinary Studies, 2015
Although inclusive education for students with disabilities has been mentioned for several years in Albania, it has just started to be applied. A considerable number of studies show that despite the fact that the legislation regarding this group of children resembles that of the highest international standard, in reality, education for these children is difficult. This study focuses on a group of children with disabilities that face the highest level of difficulties in mainstream 9-year schools. A few studies show that the group facing more difficulties is that of children with autism and intellectual disabilities. In this paper, the methodology used was the analysis of secondary data from a research on the current situation of the education of children with disabilities in Albania, conducted by the author himself. This explorative study brings to the limelight the difficult reality and the many barriers that autistic children face during preschool and primary school. Furthermore, the study aims to provide a more holistic and concise view of the reality of these children in mainstream 9-year schools. Given the number of these qualitative and quantitative findings, the study provides a large number of recommendations for education in the central, regional and school levels.
The Voices of Autistic Adolescents on Diversity, Education and School Learning in Poland
Education Sciences, 2023
This article presents qualitative research results on the education of students who are on the autistic spectrum (ASD) in Poland, viewed from their own perspectives and analyzed within the conditions of the Polish education system. This research is theoretically based on sociology of education, pedagogy and disability studies assumptions. The main goal of this study was to explore the educational experiences and needs of pupils, and to recognize the most significant barriers and facilitators of educational change as formulated by teenagers who identify as self-advocates and are involved in non-governmental organizations’ activism. The primary research method was desk-based research and qualitative content analysis. The analysis of the research material allowed the reconstruction of the educational experiences of adolescents with ASD related to social relations, the sensory environment, school learning and teachers’ attitudes towards students as the most important barriers to achievi...