The Reality of Education of Children with Autism in Mainstream 9-Year Schools in Albania (original) (raw)
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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.
The International Journal of Social Sciences and Humanities Invention, 2015
The inclusion in education, is defined as the most favorable mean that creates the equal opportunities in education for all the children, with or without disabled abilities. The increase of the number of children with special needs and especially with those with autism within the classes, but this is followed with new challenges for the teachers of the inclusive classes in the Albanian schools. The problems of the teaching task of the teachers in these classes are a lot, but to minimize them the teaching process worldwide is paying too much favorable space by analyzing and orientations to make these problems a bit slighter. This research aims to be an empirical survey, while from its nature and condition to be qualitative. For the collection of the datas and statistics are used observations, interviews and focus groups. And as for the target group are considered the classes and the teachers that have in their members students with autism.
Autism is a spectum disorder (ASD) that influences the individual in different ways and in a range of extents. It prevents him from having a clear image on what he sees, hears or feels. It builds serious obstacles at his public relationships, his communication and behaviour. This difficult-defined disorder has been the main issue of many researchers over the last years, as the cases of autism grow rapidly. Yet, the scientific research is not always adequate. This paper represents a case study on autistic students, recorded under the program “Everyone is the same-Everyone is equal” that occurred in a school for students with special needs at Peloponnese region, with which I cooperated as an Adjunct Lecturer in public Institution of Vocational Training of Sparta.
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...
2013
This paper reports on the situation of inclusion of children with disabilities in mainstream education in three regions of Albania: Vlora, Gjirokastra and Korca. The study used observation as the main method for data collection. The paper informs on the social progress of children with disabilities aged 5-9 in schools that are piloting inclusive education. The research provides insights into current problems that children with disabilities face in mainstream education and which have an impact on their social progress along with academic achievements. The aim of this paper is to investigate the state of inclusion of children with disabilities by referring to the social progress in school. The study observed 55 children with disabilities in preschool and primary school levels. The findings of the study report that the social progress is influenced by school culture expressed in peers and teachers attitudes towards inclusion of children with disabilities. Mainstreamed children with disabilities like to go to school and socialize with peers in a passive way. Regarding class activities, many of them are not actively engaged and face difficulties in skills for problem-solving and conflict resolution. The paper concludes by discussing potential steps that may positively impact the social progress and the widening socialization opportunities for children with disabilities in mainstreamed education. Key terms: inclusive education, children with disabilities, attitudes, social competence.
Persons with autism spectrum disorder in their everyday life deal with difficulties in social interaction, imagination and communication skills. Individuals with autism experience difficulties in key areas of their development from early childhood. Due to their characteristics, most of children with autism spectrum disorders require the setting of timely action and special educational strategies that support their overall development. The paper presents part of the research focused on quality of inclusive education of pupils with autism spectrum disorders in the Czech Republic, with a closer focus on the North Moravian region. At the outset the legislative framework of the education of students with autism in the Czech Republic is described, followed by a list of optional placement of students in schools. Next the results of surveys of parental satisfaction with the education of their children are presented. Finally there is a description of educational and therapeutic interventions appropriate for children with autism spectrum disorder as well as a description of factors influencing the educational process.
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...
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...
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.
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...