The inclusion of students with autism spectrum disorders in the region of Southwest Macedonia (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.
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 New Education Review, 2018
The article attempts to analyse the issue of students with autism spectrum disorders who attend two types of educational institutions-integrated classes in mainstream state school and special education institutions with separate classes for students with autism. Popularity and availability more often than effectiveness affect the choice of an educational institution. Parents' decisions may also stem from lack of awareness of the scope of educational activities conducted in each institution. One of the measures of educational success is the evaluation of the quality of life in certain spheres of students' lives.
The Reality of Education of Children with Autism in Mainstream 9-Year Schools in Albania
Academic Journal of Interdisciplinary Studies, 2015
Although inclusive education for students with disabilities has been mentioned for several years in Albania, it has just started to be applied. A considerable number of studies show that despite the fact that the legislation regarding this group of children resembles that of the highest international standard, in reality, education for these children is difficult. This study focuses on a group of children with disabilities that face the highest level of difficulties in mainstream 9-year schools. A few studies show that the group facing more difficulties is that of children with autism and intellectual disabilities. In this paper, the methodology used was the analysis of secondary data from a research on the current situation of the education of children with disabilities in Albania, conducted by the author himself. This explorative study brings to the limelight the difficult reality and the many barriers that autistic children face during preschool and primary school. Furthermore, the study aims to provide a more holistic and concise view of the reality of these children in mainstream 9-year schools. Given the number of these qualitative and quantitative findings, the study provides a large number of recommendations for education in the central, regional and school levels.
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.
International Electronic Journal of Elementary Education, 2017
Children with autism spectrum disorder (ASD) attend regular education schools and special education schools in Bosnia and Herzegovina. Regardless of the setting, it is important to provide early, high quality, programs to children with ASD. High quality educational support must encompass evidence-based programs for these children. The goal of the present study was to assess parents and special education teachers' (SET) perceptions about the quality of educational supports for students with ASD in Canton Sarajevo, Bosnia and Herzegovina. The sample for this study comprised 150 parents and 52 SET. We asked parents and SET about their opinions on the quality of educational support for children with ASD. The results of this study showed different perceptions that SET and parents have about the educational supports for children with ASD. High-quality, evidence-based supports and services need to become a commonplace for children with autism in various educational settings. Parents need to be trained as co-therapists and work together with SET in improving the educational outcomes of children with ASD.
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...
Annales Universitatis Paedagogicae Cracoviensis Studia Psychologica
The aim of presented study was to explore barriers and facilitators of optimal support for social and developmental outcomes for people with ASD. The survey was based on the semistructured interviews with parents of people with ASD, as well as professionals supporting persons with ASD. Thematic analysis of the data was viewed with regard to positive and negative practices that essentially serve as barriers and facilitators of optimal support of individuals with ASD. The results showed three levels of perceived barriers and facilitators of optimal support: (1) individual – related to the level of autistic impairment, (2) attitudinal – related to social interpretation of individual behaviour and needs, and (3) systemic – related to the education and welfare approach and practice at macro level. Insights from viewpoints of key stakeholders represent indispensable considerations in promotion of health, equity and well-beingof individuals with ASD and to inform the development of an indi...
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...
Inclusion of Students with autism in the early school in Brazil
The objective of this research is to investigate the teacher´s perception of the inclusion process of their students with Autistic Spectrum Disorder – ASD – in the early school years, in the south of Brazil. A semi-structured interview about this process was used, which covered four dimensions: Presence, Participation, Acceptance and Learning. The Presence investigates if the educational practices with this student happen jointly or independently from his/hers classmates; the Participation aims to detect if the student is engaged in joint activities with classmates and teachers, providing data about the quality of the educational experiences. The Acceptance analyses the perception and posture of the classmates, teachers and the school members towards the student with autism, and lastly, the Learning heads to the academic, emotional and social earnings. Preliminary results regarding the interview of one of the teachers showed that the teacher: a) Recognizes the relevance of the socia...