AUTISM SPECTRUM DISORDER IN YAE: An Overview of School Inclusion in Brazil (original) (raw)
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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.
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Purpose: Identify and describe the difficulties and the value assigned to their work by teachers. Methods: The study included 51 teachers from mainstream and special schools who had children with ASD among their students. A classification type questionnaire was answered by teachers about the role they play in relation to the student, the difficulties and skills that the teacher has in relation to the student, communication strategies used by both behaviors and interests of children observed by the teacher. Results: The teachers responded that their influence was mainly related to communication and interpersonal relationships, difficulties were mainly related to learning, communication and behavior of the child. They felt that the school offers enough support for your work, but there is very little support from other professionals and lack of appropriate teaching technology. Conclusion: Thus, it is concluded that teachers are unprepared to teach these students and need to be better educated and receive more support from other professionals, and thus can provide a better education for children with ASD.
The inclusion of students with autism spectrum disorders in the region of Southwest Macedonia
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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...
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The purpose of this paper is to provide a general overview about the issue of inclusion of students with Autism Spectrum Disorders in Italian Schools. Firstly, we will present an overall picture of the inclusion processes of students with disabilities in the Italian school system. Secondly, we will focus on teaching-learning strategies designed to meet the educational needs of students with ASD and to move towards an “inclusive classroom ” in which all students, with their different abilities, are welcomed in the learning community. Finally, in order to put theory into practice, we will dis-cuss a “case study ” of a 6-year-old pupil with ASD in an Italian primary school, identifying specific barriers and facilitators to accessibility and inclusion.