scholarly journals Challenges for Primary School Teachers in Ensuring Inclusive Education for Children with Autism Spectrum Disorders

Pedagogika ◽  
2020 ◽  
Vol 138 (2) ◽  
pp. 209-225
Author(s):  
Rita Raudeliūnaitė ◽  
Eglė Steponėnienė
Keyword(s):  
Autism Spectrum Disorders ◽  
Primary School ◽  
Inclusive Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
School Teachers ◽  
Primary School Teachers ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Education Support

The article presents the results of a qualitative study revealing the challenges faced by primary school teachers in ensuring inclusive education for children with autism spectrum disorders (hereinafter ASD) in mainstream classrooms. Teachers face the following challenges: problem behaviour of children with ASD, difficulty in engaging children with ASD in the classroom community and common activities, difficulties in collaborating with other teachers, education support professionals, and parents.

scholarly journals SUPPORTING FACTORS FOR PRIMARY SCHOOL TEACHERS IN ENSURING INCLUSIVE EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS

2020 ◽  
Vol 4 ◽  
pp. 84
Author(s):  
Rita Raudeliunaite ◽  
Eglė Steponėnienė
Keyword(s):  
Autism Spectrum Disorders ◽  
Primary School ◽  
Inclusive Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Study Data ◽  
School Teachers ◽  
Primary School Teachers ◽  
Spectrum Disorders ◽  
Education Support

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.

scholarly journals Effective Academic Performance Assessment in Children with Autism Spectrum Disorders

2020 ◽  
Vol 25 (1) ◽  
pp. 16-25
Author(s):  
D.S. Pereverzeva ◽  
E.I. Braginets ◽  
S.A. Tyushkevich ◽  
N.L. Gorbachevskaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Educational Process ◽  
Students With Special Needs ◽  
Children With Asd ◽  
Spectrum Disorders

The article is dedicated to the problem of academic skills assessment in children with autism spectrum disorders (ASD) participating in the Adapted Educational Programmes 8.1 and 8.2. Implementation of inclusive education raises a question of academic assessment and test accommodation design for students with special needs. We provide a description of an approach called the ‘Universal Design of Assessment’ and analyse the main features of cognitive and social development in children with ASD which have to be accounted for in the educational process. We then discuss the International Performance Indicators in Primary Schools (iPIPS) and its modification for children with ASD developed according to their special needs. A brief outline of research results shows that the modification of the iPIPS technique does not affect the measured construct. Finally, we provide some recommendations on how to apply the technique depending on the students’ individual features.

scholarly journals On the efficiency of the educational organization interactions with the parents of children with ASD

2018 ◽  
Vol 16 (4) ◽  
pp. 35-41
Author(s):  
G.V. Mitrofanova
Keyword(s):  
Autism Spectrum Disorders ◽  
Inclusive Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Educational Organization ◽  
Educational Support ◽  
Children With Asd ◽  
Education Environment ◽  
Inclusive School ◽  
Spectrum Disorders

The article deals with the problem of psychological and pedagogical support of parents of children with autism spectrum disorders in the inclusive education environment. The results of the efficacy study of secondary schools specialists’ interaction with parents are presented. Findings reveal that many parents are satisfied with the form of interaction with the educational organization, but at the same time they need additional consultations and various events that promote the establishment of partnerships with school specialists. Conclusion is made about the necessity for a specially organized psychological and educational support for parents of children with autism spectrum disorders studying in an inclusive school.

scholarly journals The techniques of behavioral organization and of teaching of children with ASD used by teachers in primary school of Federal Resource Center of MSUPE

2017 ◽  
Vol 15 (4) ◽  
pp. 26-34
Author(s):  
M.I. Bereslavskaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Primary School ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Pedagogical Practice ◽  
Resource Center ◽  
Behavioral Organization ◽  
Children With Asd ◽  
Spectrum Disorders

Pedagogical recommendations and techniques of work with ASD children are described as the results of successful long-term pedagogical practice in the school for children with autism. Nowadays this is the school of the Federal Resource Center for Organization of Comprehensive Support to Children with ASD. Present paper is addressed to teachers of children with autism spectrum disorders.

scholarly journals Professional Development Needs for Educators Working with Children with Autism Spectrum Disorders in Inclusive School Environments

2014 ◽  
Vol 24 (1) ◽  
Author(s):  
Penny Corkum ◽  
Susan E Bryson ◽  
Isabel M Smith ◽  
Cynthia Giffin ◽  
Kym Hume ◽  
...  
Keyword(s):  
Professional Development ◽  
Autism Spectrum Disorders ◽  
Inclusive Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Primary Objective ◽  
Children With Asd ◽  
Professional Development Needs ◽  
Spectrum Disorders ◽  
Quality Programming

The primary objective of this mixed methods study was to identify educators’ professional development needs to determine how best to support them in providing quality programming for children with Autism Spectrum Disorders (ASD) within an inclusive educational system. Information was collected through focus groups with key school board informants (n = 33) and a survey of educators (n = 225). The results indicate that educators have found it difficult to meet the wide-ranging and varying needs of children with ASD within a strictly defined model of inclusive education. Educators consistently emphasized the need for multileveled and multipronged professional development that is accessible in a timely fashion and available as needs arise. The need for educational programs that work for children with ASD being taught within inclusive education settings is highlighted.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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