Evidence-Based Practice: Inclusive Education for the Effective Implementation for Children with Autism Spectrum Disorder (original) (raw)
Related papers
2017
Interventions for autism are increasing being held to standards such as ‗evidence-based practice' in psychology and ‗scientifically-based re-search' in education. At the factor when these ideas rose with regards to psychotherapy and regular education, they brought on substantial debate. Evidence-based practices (EBPs) are the premise on which educators and other specialist coops are required to outline educational programs for students with autism spectrum disorders (ASD). Inclusive education as a late modernity reform project is exemplified in the call for ‗Education for All'. Despite the simplicity of its message, inclusion is highly debatable. General education teachers have differing views about the inclusion of students with ASD in mainstream classrooms. However, the type and severity of the Autistic children's affect teachers' willingness to accommodate certain students and their confidence that they will effectively manage their classrooms. The Implementation science guides the movement of innovations, such as transforming evidence-based practices for students with ASD into regular practices at school. This article is presented as an inclusive educational model to build systems of professional development that increase the quality of services and promote teachers' use of evidence-based practices. Further, it is proposed that the ASD community align with the greater inclusive education reform movement.
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.
Frontiers in Psychiatry
IntroductionEducators in public schools are required to serve students in their least restrictive environment. While many evidence-based practices (EBPs), defined as practices and strategies shown by research to have meaningful effectson outcomes for autistic students are documented in the literature, less is known about EBP use among educators in public schools.MethodsEighty-six general and special education teachers and para educators completed a survey about familiarity, training, and EBP use for included autistic children.ResultsAcross roles, educators reported familiarity (98.8%), use (97.7%), and training (83.7%) in reinforcement. They reported the least familiarity with behavioral momentum (29.1%), training in both video modeling and peer-mediated instruction and intervention (18.6%), and use of video modeling (14.0%). Follow-up interviews (n = 80) highlighted mixed understanding of EBP definitions and use.DiscussionImplications for inclusive education are discussed including...
Challenges of inclusive education implemented for students with autism spectrum disorder (Atena Editora), 2024
En el trastorno del espectro autista se afectan funciones cognitivas como la comunicación e interacción social, además de presentarse patrones restrictivos y repetitivos de comportamiento. La prevalencia de esta patología ha aumentado en las últimas décadas y por lo tanto también el número de alumnos que se agregan a la educación general. El objetivo de la investigación fue determinar los desafíos que se presentan ante la implementación de la educación inclusiva en personas con trastorno del espectro autista. Se realizó una revisión bibliográfica en la que se tomó en cuenta artículos originales publicados desde el año 2019 y que se enfocaron en la percepción de los docentes. Se concluyó que la deficiente preparación de los sistemas formativos y del personal docente son las principales barreras que se enfrenta en las aulas de clases.
Special Education and Autism: From Evidence-Based Practices to School
Cadernos de Pesquisa, 2019
In recent years, the literature has shown a significant increase in the enrollment of students with autism in regular classrooms. Among the essential teacher competencies to effectively deal with this demand is the knowledge on Evidence-Based Practices (EBP), conceived as scientifically effective intervention strategies. Knowledge produced by research centers about these practices is not disseminated and incorporated by teachers in the school context. In this scenario, this article aims: to revise the concept of EBP, in the scope of research in Special Education and autism; and identify factors that interfere with the transposition of the knowledge. As a complement, a theoretical-explanatory model of transposition of scientific knowledge beyond the walls of the academy is proposed.
Implementation of Select Evidence-Based Practices for Students with Autism Spectrum Disorder (AS
AIDE Interdisciplinary Research Journal
Students may lack engagement and motivation and exhibit challenging classroom behaviors, particularly those with autism spectrum disorder (ASD). Thus, this study determined the level of implementation and the effectiveness of select evidence-based practices (EBPs) implemented self-monitoring, modeling, and exercise, particularly in the therapeutic integration program for middle school and high school students with autism in Maryland. The researcher used a mixed research design in gathering the data. The respondents of the research were supervisors, caregivers, and parents of children with ASD. The data gathered were treated and interpreted using frequency count and percentage for the profile variables. The Chi-square test was used to determine if there exists a significant relationship between the variables of the study. The results showed that the selected EBPs were not frequently implemented in the integration center. It was revealed that self-monitoring, modeling, and exercise we...
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.
Interventions for Children With Autism Spectrum Disorders in Inclusive School Settings
Cognitive and Behavioral Practice, 2012
Students with ASD present unique challenges to school systems. Despite these challenges, federal laws require that schools implement research-based practices in the least restrictive environment (LRE). The LRE is often deemed to be the general education classroom and the primary intervention agent is often the classroom teacher. Ensuring students with ASD receive effective intervention in these least restrictive and inclusive school settings will depend, in part, on the extent to which teachers and school personnel are prepared to implement research-based interventions. The purpose of this article is to provide a summary of research-based interventions for students with ASD. Our focus in this summary is on interventions that can be implemented in inclusive school settings by teachers and classroom support personnel. We first provide a general overview of interventions designed to reduce challenging behavior, teach communication skills, and improve social relationships. This is followed by a discussion of the obstacles to intervention implementation that may be present in school settings. Finally, we conclude by offering a list of intervention guidelines.
Sabiedrība, integrācija, izglītība, 2020
The objective of the study presented in this article is to reveal supporting factors for primary school teachers in ensuring inclusive education for children with autism spectrum disorders (hereinafter the ASD). Qualitative research was chosen for the study. In the study, the method of a semi-structured written reflection was used. The obtained data was analysed by applying the content analysis method. Qualitative content analysis was carried out in accordance with the inductive, study data based and categories composed logic.16 primary school teachers participated in the study. The study data revealed that the school's inclusive culture and organization of inclusive education by the teacher at the classroom level had a significant importance for ensuring inclusive education for children with ASD. The school's openness to children diversity, implementation and cherishing of inclusive education values, favourable physical and psychosocial environment, ensuring support for learners, their parents, teachers and education support professionals, financial resources which allow for attracting necessary human and material resources, skilled teachers and professionals, the school's collaborating community and the school's collaboration with other institutions to ensure the quality of inclusive education were considered the key factors for the school's inclusive culture. The teacher's positive attitude to all the learners, child-oriented approach, favourable and inclusive educational and social environment created in the classroom, the teacher's close collaboration with learner's parents, other teachers and education support professionals, and continuous improvement of qualification were indicated as factors of the key importance for creation of an inclusive educational environment at the classroom level by teachers.
The Lack of Knowledge to Use Evidence Based Practices for Children with Autism
The purpose of this article is to review therapists' perspectives on evidence-based practices (EBPs) for children with autism spectrum disorder (ASD). The selected study [1] was conducted and published in east Libya in Arabic to examine the therapists' practices used with children with ASD to explore what they knew about evidence-based practices for ASD and how these therapists applied such practices. Twelve participants were recruited, all of whom were therapists who work in centers with children with ASD. A qualitative research design was used, and a single one-on-one, a semi-structured interview was conducted to collect data. Findings showed that the therapists were aware of the extent to which children need to learn social, academic, and self-care skills. They also were aware of individual differences in children with ASD. On the other hand, findings revealed that the therapists have a lack of knowledge about EBPs for ASD. This lack was shown in two aspects: 1) identify the effective strategies in order to develop individualized plans, 2) evaluation the children' progress, 3) barriers that limit the therapists' abilities to perform their work.