scholarly journals Students with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and Solutions

2021 ◽  
Author(s):  
Özge ÇULHAOĞLU ◽  
Deniz Ayşegül SÖĞÜT
Keyword(s):  
Autism Spectrum ◽  
Autism Spectrum Conditions ◽  
Educational Settings ◽  
Students With Autism

How students with autism spectrum conditions understand traditional bullying and cyberbullying

2017 ◽  
Vol 22 (4) ◽  
pp. 391-408 ◽  
Author(s):  
Yoon-Suk Hwang ◽  
Julie Dillon-Wallace ◽  
Marilyn Campbell ◽  
Jill Ashburner ◽  
Beth Saggers ◽  
...  
Keyword(s):  
Autism Spectrum ◽  
Autism Spectrum Conditions ◽  
Traditional Bullying ◽  
Students With Autism

scholarly journals Looking through the Same Eyes? Do Teachers’ Participation Ratings Match with Ratings of Students with Autism Spectrum Conditions in Mainstream Schools?

2012 ◽  
Vol 2012 ◽  
pp. 1-13 ◽  
Author(s):  
Marita Falkmer ◽  
Richard Parsons ◽  
Mats Granlund
Keyword(s):  
Social Relations ◽  
Autism Spectrum ◽  
Support Staff ◽  
Autism Spectrum Conditions ◽  
Inclusive Classroom ◽  
Personal Interest ◽  
Professional Experiences ◽  
Teachers And Students ◽  
Being Bullied ◽  
Students With Autism

To create an inclusive classroom and act accordingly, teachers’ understanding of the experiences of participation of students with autism spectrum conditions (ASCs) is crucial. This understanding may depend on the teachers’ professional experiences, support and personal interests. The aim of the present questionnaire study was to investigate how well the teachers’ ratings of their students with ASCs’ perception of participation matched with the students’ own ratings. Furthermore, possible correlations between the accuracy of teachers’ ratings and the teachers’ self-reported professional experience, support (including support-staff), and personal interest were investigated. Teachers’ ratings were also used to examine how their understandings correlated with classroom actions. The agreements between teachers’ and students’ ratings were moderate to high, and the ability to attune to the students’ perception of participation was not affected by the presence of a support-staff. The teachers’ personal interest in teaching students with ASC correlated with their accuracy, suggesting that this is a factor to consider when planning for successful placements in mainstream schools. Teachers’ understandings of the students with ASCs’ perception of being bullied or unpopular correlated with implementation of activities to improve the attitudes of classmates, but not with actions to enhance social relations for the students with ASC.

scholarly journals Principals' perspectives of inclusive education involving students with autism spectrum conditions – a Swedish case study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Johanna Lüddeckens ◽  
Lotta Anderson ◽  
Daniel Östlund
Keyword(s):  
Inclusive Education ◽  
Autism Spectrum ◽  
Decision Makers ◽  
Autism Spectrum Conditions ◽  
Student Perspective ◽  
Content Type ◽  
Inclusive School ◽  
Students With Autism ◽  
Swedish School

PurposeThe aim of this case study is to describe what commitment and actions are needed in the Swedish school so that principals — within the Swedish school policy framework and with the goal of creating an inclusive school culture and practice — can positively affect schooling for students with disabilities, with a particular focus on students with autism spectrum conditions (ASC). Three research questions guide the study: (1) What commitment and actions do principals consider important for developing an inclusive school for all students, with a particular focus on students with ASC? (2) How do the principals reflect on their own leadership in the development of inclusive education, with a particular focus on students with ASC? (3) Based on the results, what are the implications of the study in practice?Design/methodology/approachAs part of a three-step data collection method, a snowball sampling was conducted in which n = 6 principals were initially interviewed and the data analyzed by an inductive thematic content analysis.Findings(1) Certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of loneliness in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.Practical implicationsIt was found that (1) certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of isolation in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.Originality/valueIndex for inclusion and elements from the inclusive leadership model were used in the data collection and analysis.

Teaching students with Autism Spectrum Disorder across various educational settings: The factors involved in burnout

2017 ◽  
Vol 67 ◽  
pp. 498-508 ◽  
Author(s):  
Emilie Cappe ◽  
Mélanie Bolduc ◽  
Nathalie Poirier ◽  
Maria-Antoneta Popa-Roch ◽  
Emilie Boujut
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Settings ◽  
Students With Autism

Age of menarche in females with autism spectrum conditions

2006 ◽  
Vol 48 (12) ◽  
pp. 1007 ◽  
Author(s):  
Rebecca C Knickmeyer ◽  
Sally Wheelwright ◽  
Rosa Hoekstra ◽  
Simon Baron-Cohen
Keyword(s):  
Autism Spectrum ◽  
Autism Spectrum Conditions ◽  
Females With Autism ◽  
Age Of Menarche
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