scholarly journals The experience of inclusion of students with autism spectrum disorders in the mainstream

2016 ◽  
Vol 14 (1) ◽  
pp. 19-26
Author(s):  
N.V. Borisova ◽  
M.E. Bushmelev
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Maximum Level ◽  
Autism Spectrum ◽  
Educational Environment ◽  
Inclusive Approach ◽  
Moscow City ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Experience Of Inclusion

State general education facility of the Moscow city School Kovcheg № 1321, Moscow, Russia, was founded 25 years ago by professionals of the Center for Curative Pedagogics and parents for education and social ad­aptation of children, including children with disabilities. The school functions based on the principles of in­tegrated education and inclusive approach in education, the educational environment in it was established, and it is adapted for the educational needs of each student on the maximum level. The article describes the experience and organizational forms of inclusion of children with autism spectrum disorders in the educational environment of the Kovcheg school, the main principles and approaches that are used in school education, the directions of the educators' work for creation of the inclusive environment.

Professional Competence of Teachers and Administration of General Education Institutions for Teaching Student With Disability as a Technology

2018 ◽  
pp. 454-472
Author(s):  
Sedrak Sedrakyan ◽  
Ashik Marandzhyan ◽  
Bronius Aismontas ◽  
Lana Tyulikova
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Education System ◽  
Professional Competence ◽  
Autism Spectrum ◽  
Educational Environment ◽  
Self Control ◽  
Knowledge And Skills ◽  
Challenges And Opportunities ◽  
Spectrum Disorders

This chapter development of the professional competence of teachers and administration and title involves the treatment of attention to the education of student with disabilities Act (IDEA) with regard to appearance and development of their empathy, emotional self-control, patriotism, talent. An important role in this process is played by being nearby in the system general education of professionals, which also need to train the work with people to deepen their knowledge and skills, to avoid victimization of the educational environment and victim behavior of its all members. The chapter assumes the description of the characteristics of the work on formation of emotional self-control and empathy as student with IDEA and professionals in the general education system. place the problems of diagnosis of edginess of student with IDEA will be given, described the challenges and opportunities to overcome the educational difficulties in student with autism spectrum disorders, describes the technology to prevent the victimization of the educational environment, the development of patriotism.

scholarly journals Training, Inclusion, and Behaviour: Effect on Student–Teacher and Student–SEA Relationships for Students with Autism Spectrum Disorders

2012 ◽  
Vol 22 (2) ◽  
Author(s):  
Jacqueline A Brown ◽  
Kent McIntosh
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Inclusive Education ◽  
Student Teacher ◽  
Rating Scales ◽  
Autism Spectrum ◽  
Problem Behaviour ◽  
Student Teacher Relationship ◽  
Students With Autism ◽  
Spectrum Disorders

Little is known about factors that affect teacher and special educational assistants’ (SEA) relationships with students with Autism Spectrum Disorders (ASD). In this study, participants were 15 students with ASD receiving inclusive education in Kindergarten through Grade 3, their classroom teachers, and SEAs. Teachers and SEAs completed rating scales assessing problem behaviour and the quality of student–teacher and student–SEA relationships. Results showed that the level of problem behaviour and percent of time receiving the general education curriculum (i.e., not a modified curriculum) significantly predicted the student–teacher relationship, but not the student–SEA relationship. Training in ASD did not significantly predict the student–teacher or student–SEA relationship.

TOWARDS INCLUSIVE EDUCATION FOR YOUNG STUDENTS WITH AUTISM SPECTRUM DISORDERS IN MAINSTREAM SCHOOLS

2021 ◽  
Author(s):  
Гульнара Ринатовна Линкер ◽  
Владимир Александрович Ендовицкий
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Educational Setting ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Young Students

В статье представлено изучение опыта организации обучения младших школьников с расстройством аутистического спектра в общеобразовательной школе в условиях инклюзивного образования. The article presents reviewing the experience of organizing the education of young students with autism spectrum disorders in general education schools in an inclusive educational setting.

scholarly journals Special educational needs of students with autism spectrum disorders

2016 ◽  
Vol 14 (2) ◽  
pp. 3-12 ◽  
Author(s):  
A.V. Khaustov
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Educational Process ◽  
Learning Material ◽  
Special Educational Needs ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Educational Conditions

Education of children with autism spectrum disorders is possible only if their special educational needs are taken into account. Special educational needs of children form the demand for special educational conditions. On the basis of the existing primary list of special educational needs in the approximate adapted basic general education program for students with autism spectrum disorders and with consideration of contemporary sci¬entific data about particularities of their development the structured list of 4 groups of basic educational needs was made. The first group of educational needs is the special organization of the educational process, the sec¬ond — with the adaptation of the content of the educational program, the third — with adaptation of presenta¬tion of learning material, the fourth — with overcoming hardships in development, social skills and adaptation.

scholarly journals Dynamic Changes in the Development of the Educational System of Children with Autism Spectrum Disorders in Russia: Results of the 2020 All-Russian Monitoring

2021 ◽  
Vol 19 (1) ◽  
pp. 4-11
Author(s):  
A.V. Khaustov ◽  
M.A. Schumskih
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Russian Federation ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Ministry Of Education ◽  
Children With Asd ◽  
Students With Autism ◽  
The Russian Federation ◽  
Spectrum Disorders

The results of the 2020 All-Russian Monitoring of the state of education of students with autism spectrum disorders (ASD) are presented. Monitoring held by the Ministry of Education of the Russian Federation in collaboration with the Federal Resource Center for the Organization of Comprehensive Support to Children with Autism Spectrum Disorders of the Moscow State University of Psychology & Education. The total number of students with ASD in 2020 compared to 2019 increased by 43% and amounted to 32,990 individuals. Most children with ASD (69%) are enrolled in primary, basic and secondary general education. The percent of children with ASD attending general education (inclusive) classes using the “Resource Class” model is 7%. Homeschooling students with ASD make up 37% of the total number of students with autism. The problem of human resources, needed to maintain the educa- tion and support for children with ASD remains: 66% of children receive speech therapist services, 55% — a special teacher, 80% of students with ASD receive support from educational psychologists, only 19% of children with autistic disorders are provided with tutor support. In 43 constituent entities of the Russian Federation, 52 regional resource centers have been created

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