Barriers and enablers of inclusion for young autistic learners: lessons from the Polish experiences of teachers and related professionals (original) (raw)
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Dialectical Dimensions on Inclusive Education : Involving Students with Autism Spectrum Conditions
Purpose: The aim of this essay and its contribution to research is to identify the opportunities, pitfalls, and dilemmas that can arise when inclusive education is organized with regard to students with ASC. In order to create more understanding of the situation for students with ASC in schools, the study focus on school leadership. Sub-studies: The essay consists of two studies. In the first study (1) the aim was to identify, describe, and analyze different research approaches to inclusive education and social participation for students with ASC, by performing a systematic research review. In the second study (2) principals of Swedish schools were interviewed, data collection was divided into three sets of interviews based on and using two models as tools in the analysis process. The models are the Index of Inclusion (Ainscow & Booth 2002) and three key concepts for inclusive school leadership (European Agency of Special Needs and Inclusive Education 2018; Óskarsdottir et al. 2020)...
Developing Inclusive Education for Autistic Children: The Case of Laval School in Kenitra City
Inclusive Education provides a secure learning environment for disabled students. Inclusive education is a pressing issue. In a country like Morocco, where there has been a population growth, inclusive education plays an important role. Children with autism are prevalent in Morocco. Motivating children to learn and educate is a significant problem for us. As a result, we must enhance the educational system. We must prepare and educate our teachers for the upcoming difficulties of inclusive education. When children with and without disabilities participate and study in the same courses, this is referred to as inclusive education. According to research, when a disabled child attends courses with classmates who do not have disabilities, positive things happen. Inclusion is about giving children the support they need to learn and engage in meaningful ways. Help from friends or teachers may be quite beneficial at times. In recent decades, the inclusion of students with special educational needs in these institutions has been the topic of continuing research and discussion. The notion of inclusion is concerned with the provision of education throughout the student environment. As a result, the study's goal is to investigate the integration of autistic children into regular school classes. More particularly, the role of teaching assistants in the integration of students with Autism will be investigated. The case involved two female teaching assistants, with their experience of incorporating children with autism in inclusive schools being a consideration. To examine these perspectives, a qualitative method was employed, with class observation, interviews, and reporting serving as data collecting tools. The findings of the study suggest that teachers have an important role in the inclusion of children with autism in Laval inclusive school. They think that inclusion in an inclusive school will benefit them not just in terms of socializing but also in terms of learning.
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.
Inclusive Education provides a secure learning environment for disabled students. Inclusive education is a pressing issue. In a country like Morocco, where there has been a population growth, inclusive education plays an important role. Children with autism are prevalent in Morocco. Motivating children to learn and educate is a significant problem for us. As a result, we must enhance the educational system. We must prepare and educate our teachers for the upcoming difficulties of inclusive education. When children with and without disabilities participate and study in the same courses, this is referred to as inclusive education. According to research, when a disabled child attends courses with classmates who do not have disabilities, positive things happen. Inclusion is about giving children the support they need to learn and engage in meaningful ways. Help from friends or teachers may be quite beneficial at times. In recent decades, the inclusion of students with special educational needs in these institutions has been the topic of continuing research and discussion. The notion of inclusion is concerned with the provision of education throughout the student environment. As a result, the study's goal is to investigate the integration of autistic children into regular school classes. More particularly, the role of teaching assistants in the integration of students with Autism will be investigated. The case involved two female teaching assistants, with their experience of incorporating children with autism in inclusive schools being a consideration. To examine these perspectives, a qualitative method was employed, with class observation, interviews, and reporting serving as data collecting tools. The findings of the study suggest that teachers have an important role in the inclusion of children with autism in Laval inclusive school. They think that inclusion in an inclusive school will benefit them not just in terms of socializing but also in terms of learning.
Students with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and Solutions
Ihlara Eğitim Araştırmaları Dergisi, 2021
It is well-known fact that education students with Autism Spectrum Conditions (ASC) receive in general classroom plays a great role in their behaviors to develop positively. However, including students with ASC in inclusive education is controversial issue in educational setting. This is because the continuum of including students with ASC in inclusive education is one of the most complicated areas of education. For this reason, this study is aimed to contribute to all stakeholders working with ASC in inclusive setting by explaining barriers and offering solutions about successful inclusion of these students. In accordance with this purpose, studies in the literature were reviewed in depth. As the result of the research findings, there are several factors of inclusion which are essential to access fully inclusive education for students with ASC in general classroom. According to literature, general well-being of students with ASC, school staffs, family involvement, typically develop...
2014
This research focused on developing, implementing and evaluating a set of guidelines for key personnel who work with children with autism with the aim of successfully integrating children with autism into inclusive classes. An examination of the international literature indicated that the collaboration of key personnel is the main influence on the scholastic achievement of children with autism. The key personnel identified in the literature include teachers, paraprofessionals, parents, school principals and peer tutors, all of whom contribute to the process of integrating children with autism into inclusive classes. However, in Thailand there is limited information to assist these key personnel in this task. The purpose of the research study was to develop a set of guidelines for assisting children with autism in Thailand and refine them using an iterative process. The guidelines specifically aimed to provide knowledge and strategies to support key personnel to integrate children with autism into regular classes. In order to provide a suitable context, the guidelines were implemented in an inclusive school in Thailand. The three research questions the researcher sought to answer in this study were: i) what strategies should be included in the guidelines to assist key personnel to integrate children with autism into inclusive classrooms? ii) how effective are the guidelines in supporting key personnel to integrate children with autism into inclusive classes? and iii) how effective are the strategies used in the guidelines in developing behaviours that help children with autism to integrate into inclusive classes? A qualitative case study approach was selected to gain an in-depth understanding of the use and effectiveness of the guidelines. Nine children with high functioning autism were chosen for this study: three of kindergarten age, three of primary school age and three of secondary school age. Five key personnel for each child, including teachers, peer tutors, paraprofessionals, parents and school principals were asked to trial the guidelines. The opinion of five selected experienced Thai people involved with children with autism was also sought in order to determine the content validity of the study. The effectiveness of the guidelines was evaluated using triangulation of data including: classroom observations, semi-structured interviews and focus groups. The Deming cycle PDCA model was used to organize the process of implementation and development. Page 2.2.5 Children with autism 1) Diagnosis and terminology 2) Prevalence 2.2.6 Inclusive education 1) Definitions and principles 2) The Thai situation 2.3 Part II: Overview of research involving key personnel 2.3.1 The peer tutors 2.3.2 The paraprofessionals 2.3.3 The teachers 2.3.4 The parents 2.3.5 The school principals 2.4 Part III: Overview of strategies for teaching children with autism 2.4.1 Social stories 2.4.2 Visual schedules and visual supports 2.4.3 Working with peers, peer support systems, peer interaction 2.4.4 Reinforcement: reward systems 2.4.5 Multidisciplinary therapy and sensory integration 2.5 Chapter summary
Autistic spectrum disorders: a challenge and a model for inclusion in education
British Journal of Special Education, 2008
Rita Jordan, Professor in Autism Studies at the School of Education, University of Birmingham, gave last year's Gulliford Lecture at the University of Birmingham on 4 October 2007. This article is based upon that lecture. In it, Professor Jordan discusses the role of education in the lives of people with autistic spectrum disorders. She traces the growth in our knowledge about autistic spectrum disorders and the development of a variety of ways of responding to autism, from the highly specialised, and frequently strictly segregated, to the explicitly inclusive. She uses her analysis to draw distinctions between ‘therapeutic’ models of education and education as ‘entitlement’– and identifies problems with either paradigm. Professor Jordan closes her article by setting out her vision for a future in which there is greater flexibility and diversity and in which specialisation has a key role to play in making inclusion a working reality. The challenge of teaching pupils with autistic spectrum disorders will, argues Professor Jordan, help us all to imagine a truly inclusive model for education in which equity is achieved by treating all learners differently.
Development and Inclusion of Autistic Children in Public Schools
BRAIN. BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE
Characterized by limited or almost inexistent social skills, autistic children imperatively need social integration, in order to ensure a positive social environment in which they could imitate their colleagues and develop better means of communication. A sample of 60 teachers from public and special schools, aged between 29 and 50 years old, was assessed using Inclusion of Children with Special Needs in Public Schools Questionnaire in order to analyse their opinions and attitudes towards inclusive education. A sample of 75 children (aged between 8 and 12 years old) with Autistic Spectrum Disorder, with whom these teachers interact, was assessed with Adaptive Behaviour Assessment System II. We found significant differences regarding communication, community use and self-care, social skills and general adaptive composite (GAC score), between children in special and public schools. Furthermore, teachers emphasize that: (1) society, in general, has a tolerant attitude toward children with educational special needs; (2) families with such children choose a public school mostly in order to integrate their children in society and to ensure them the right to equal chances; (3) differential assessment strategies are needed for these children and adaptation of the curriculum to their needs; (4) children with special needs have a real chance of success in a public school. Results are analysed in relationship with teacher's roles, opinions and attitudes toward the integration of autistic children in public schools.
Inclusion Through Exclusion: Teachers' Perspectives on Teaching Students with Autism
Cypriot Journal of Educational Sciences, Vol 9, No 1 (2014), 2014
Today the number of Swedish students attending schools for students in the need of special educational support, due to their difficulties to reach intended learning outcomes, has increased. The article describes some challenges teachers working with children with high functioning autism face. The study is based on interviews with six-form colleges teachers working in a Swedish school for students with high functioning autism. Questions that are raised in this study are: How do teachers interpret students’ needs and experiences? Which educational considerations dominate teachers’ reflections about educational practices? In which ways their school contributes to the implementation of ‘education for all’? The analysis shows that teachers advocate personalised teaching solutions, extra resources and methodological clarity. Teachers are expected to be highly adaptable and their work centres on students’ social skills, behavioural training and socialization of youth, rather than only helping students to achieve learning outcomes. Educational policies of inclusion are partly based on exclusionary processes.
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.