Educating Children about Autism in an Inclusive Classroom (original) (raw)
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Proceedings of MOL2NET, International Conference on Multidisciplinary Sciences, 2015
Introduction: It was observed that technology developers expressed a clear interest to design programs that meet the needs of individuals with Autism Spectrum Disorder (ASD). Several authors indicate that any software designed for people with ASD has to include special requirements in the design. Methodology: This research study describes a software for children with ASD named Module ASD and describes the interactive process of design that it was followed. This research focuses on a software development and the design process, based on scientific evidence study, consultation and tests done by specialists, children with ASD and their families. The techniques used to formalize the collection of information from different groups of participants were: observation, interview, group discussions and field book. Results: The ASD Module is the result of the study and it is a free technological application that is made up of a set of virtual keyboards (or adapted interfaces), digital schedules and activities, especially designed and tested by and for children with ASD. The application is included in the In-TIC PC software. The software is available for the Windows operating system and was implemented with the Visual Studio development tool, .NET environment, C# programming language and Windows Form technology. Other materials used for content development were the Interactive Books Multimedia (LIM according to the Spanish acronym) software and the ARASAAC pictograms. Discussion and conclusions: The results show that the digital content can be oriented to promote independence in several daily activities (ADL, education, leisure and social participation). This technology design provides useful information for researchers, developers, social and healthcare professionals and families, with the aim of offering alternatives for children with ASD and facilitating the understanding of daily life.
Special Education Service Use by Children with Autism Spectrum Disorder
Journal of Autism and Developmental Disorders, 2019
In the last decade, the prevalence of children with autism spectrum disorder (ASD) without intellectual disability (ID) in schools has increased. However, there is a paucity of information on special education placement, service use, and relationships between service use and demographic variables for children with ASD without ID. This study aimed to describe and explore variation in type and amount of special education services provided to (N = 89) children with ASD. Results indicated that the largest percentage of children received services under the Autism classification (56.2%) and were in partial-inclusion settings (40.4%). The main services received were speech (70.8%) and occupational (56.2%) therapies, while few children received behavior plans (15.7%) or social skills instruction (16.9%). Correlates with service use are described.
Malaysian Journal of Public Health Medicine, 2018
Children with Autism Spectrum Disorder (ASD) have significant challenges in their daily life including social communication and interaction, emotional awareness and management, as well as behavioural issues. Many interventions are conducted based on theoretical backgrounds and past literature. There is lack of research study that interview and explore the real psychological needs of children with ASD in Malaysia. It is a significant component as their needs may vary depending on the cultural background, lifestyle, and social norms. Besides, there is a need to develop standardised intervention module to enhance intervention fidelity and replication of future study. The current study aims to scrutinise the psychological needs of children with ASD in Malaysia, develop a standardised group intervention module based on the identified needs, and then examine the feasibility of the developed module. Nine children with moderate to high functioning of ASD (7 to 12 years old) and their parent...
Social Science Research Network, 2021
Special schools which cater to students with Autism Spectrum Disorder (ASD) are faced with the challenges in how they can cultivate the students’ concerns on their social skills, behavioral attitudes, and academic skills. Typically, students with ASD experience various difficulties and also have subjects in imitational and observational learning. Although they often have superior visual processing skills, they are much slower in auditory process and linguistic information. These limitations and impairments of the ASD students are the main concerns of the study that researcher conducts a study on the school’s Autism Spectrum Program of a public high school in City of San Fernando, Province of Pampanga, the Pampanga High School, as a basis for a Proposed Practical Teaching Strategies for ASD Students. The study is partly descriptive and normative in nature which has two (2) major groups of respondents: 13 or 24.07 percent school administrators which comprised the school principal, supervisor, SPED specialist, and subject heads / coordinators / master teachers; and 26 or 75.93 percent SPED teachers of a pilot SPED Center in Pampanga High School in City of San Fernando, Pampanga. There are three (3) sets of validated survey questionnaires which were used to gather the data to answer the specific questions raised, then treated and interpreted and analyzed in the light of the problem raised. The following are the findings of the study: 1. The two (2) major groups of participants are female dominated (26 or 66.67 percent); married (28 or 71.80 percent), middle-aged (10 or 25.64 percent) educators; with master’s units to their professional credits; and have served in their present position for quite a number of years. 2. While the school administrators were much aware of the social behavior concerns of their ASD students (`x = 4.22), the SPED teachers were only moderately aware (`x = 3.31). Nonetheless, both very strongly agreed they were much aware of the behavioral concerns (`x = 4.44 and `x = 3.84), and academic concerns (`x = 3.62) and (`x = 3.68) of their students with ASD. 3. To address these ASD students’ concerns, a course of action was taken by the researcher by offering several strategies based on the existing instructional strategies to further define which needs to be reviewed, especially now that teaching – learning process is off-schooled because of the pandemic crisis. 4. From the evaluations of the Proposed Modular Practical Thinking Strategies for ASD students, the researcher has firmly generated the very high level of acceptability of the Proposed ASD Instructional strategies as reflected in the overall obtained means of `x = 4.68 in social behavior strategies; `x = 4.60 in behavioral strategies; and `x = 4.84 in academic strategies. Individually, expected, both groups of respondents confirmed their evaluations to highest level of acceptability as proofs of overall obtained values `x = 4.77 (SPED teachers); and `x = 4.68 (school administrators) of the school. Keywords: Autism Spectrum Disorder (ASD), Budgetary Allocations, Behavioral Support Materials, Contextualization and Enhancements, Curriculum, Department of Education(DepEd), Distance Education Strategies, Educational System, Effective, Learning, Minimum Standard Folder, Motivating and Organizing
Educational Provision for Children with Autism and Asperger Syndrome
This paper reports the findings of a study that examined where and how children with autistic spectrum disorders are being educated in Scotland. The study specifically sought: (1) to identify the number of children reported to have autistic spectrum disorders and their type of educational placements; (2) to identify the types of educational practice with respect to these children and to highlight issues of satisfaction or concern with the practices; and (3) to identify good practice in the education of these pupils and to make recommendations. Questionnaires and interviews of professionals and parents provided the necessary information. Results of the study showed rates of identification that significantly under-represented the numbers of children with autistic spectrum disorders, as calculated from prevalence rates. Findings also indicated the percentage of children with autistic spectrum disorders in special schools was shown to increase rapidly in early childhood and reach a peak at six years. Also, the majority of parents were either satisfied or very satisfied with their child's current educational situation. The study was able to provide a clear educational definition of autistic spectrum disorders and emphasize the distinction between a medical diagnosis and special educational needs. (CR)
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.
Educational Services for Children with Autism Spectrum Disorder (ASD) in Autism Special School
Journal Of Education And Teaching Learning (JETL)
The right educational services will help children with autism spectrum disorder (ASD) children to optimize their abilities. The purpose of this study was to analyze educational services for ASD children provided by a special ASD school in Bandung. This research uses qualitative methods in the form of case studies. Research instruments using interviews, observation, and documentation. The validity of the data is using the triangulation method. This study found that ASD special schools have provided optimal educational services according to the subjects' needs. The educational services provided follow the principles of teaching and learning, curriculum, approaches and methods, teaching and learning tools, and evaluation. Choosing the right educational service will help subjects optimally increase their potential. The implication of this research is program recommendations for teachers and parents in the continuation of the program that has been carried out to get optimal results f...
Are we ready for an inclusive classroom?: school administrators' and teachers' perceptions of autism
Autism is defined as a pervasive developmental disorder which affects a child's communication, social interaction and behaviors. For some individuals oral communication is never established, because they can either not talk or refuse to talk. Education is the only proved way to help individuals with autism to cope with the social world around them; therefore besides their families, there need to be schools, administrators and teachers to help these individuals. The biggest problem about the education of individuals with autism is the lack of awareness in schools and in society at all. This paper includes a research study which investigates elementary school administrators' and teachers' perceptions on children with autism and their ways of handling the problems schooling. Results, based on data collected from one hundred seventeen administrators and teachers, indicate the present situation in the Anatolian side of Istanbul, Turkey. Although administrators and teachers both feel themselves insufficient in teaching and dealing with children with autism, they do not ask for help and in-service training about the issue. They argue that the necessity of extra payment need to be done for them if they include a child with autism in their classes.