scholarly journals Utilisation of an Intervention to Support Students on the Autism Spectrum: Examining Teachers' Responses to Finished! The On-task Toolkit.

2019 ◽  
Vol 23 (2) ◽  
pp. 79-91
Author(s):  
Libby MacDonald ◽  
David Trembath ◽  
Jill Ashburner ◽  
Debra Costley ◽  
Kaaren Haas ◽  
...  
Keyword(s):  
Mixed Methods ◽  
General Education ◽  
Autism Spectrum ◽  
General Education Teachers ◽  
Mixed Methods Study ◽  
Work Systems ◽  
Potential Barriers ◽  
Contextual Fit ◽  
Barriers To Implementation ◽  
Support Students

Abstract A number of studies have demonstrated visual schedules and work systems to be effective in assisting students on the autism spectrum to stay on task and work independently. However, evidence of effectiveness does not ensure a timely implementation of interventions in applied educational contexts. The translatability of interventions depends, to a large extent, on their contextual fit and how they are perceived by those that will use them. This mixed methods study examined general education teachers' responses to an information toolkit outlining the use of visual schedules and work systems as inclusive, whole-class practices. While teachers regarded the toolkit positively, their responses also offer insights into potential barriers to implementation.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Involving students with autism in social studies

2018 ◽  
Vol 13 (1) ◽  
pp. 59-71
Author(s):  
Linda Mauricio Reeves ◽  
Susan Santoli
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Studies ◽  
General Education ◽  
Autism Spectrum ◽  
General Education Teachers ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Content Type ◽  
Students With Autism ◽  
General Education Classrooms

Purpose The purpose of this paper is to inform teachers of evidence-based practices designed to enhance the academic performance of students with autism spectrum disorder (ASD) in the context of general education social studies classes. Originality/value Despite the growing numbers of students with ASD which are included in general education classrooms, general education teachers consistently report concerns about their abilities to effectively instruct students with ASD. Social studies classes can be particularly challenging for students with ASD because of the reading, verbal communication, and inference skills which are part of the curriculum – all areas with which these students may struggle. While each student with ASD is different, there are some research-based strategies which have been found to work successfully for many of these students.

scholarly journals General Education Teachers’ Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies

2021 ◽  
Author(s):  
Yasamin Bolourian ◽  
Ainsley Losh ◽  
Narmene Hamsho ◽  
Abbey Eisenhower ◽  
Jan Blacher
Keyword(s):  
General Education ◽  
The United States ◽  
Elementary Classrooms ◽  
General Education Teachers ◽  
Mixed Methods Study ◽  
Relationship Building ◽  
Pedagogical Practices ◽  
Teachers Perceptions ◽  
Social Difficulties ◽  
Core Symptoms

AbstractTo identify target areas for professional development, this mixed-methods study examined general education teachers’ perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N = 18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers’ most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students’ special interests and engaging in one-on-one time. Implications for teacher trainings are discussed.

Implementing Video Modeling to Improve Transitions Within Activities in Inclusive Classrooms

2017 ◽  
Vol 54 (4) ◽  
pp. 235-240 ◽  
Author(s):  
Carrie Hall ◽  
Aleksandra Hollingshead ◽  
Jennifer Christman
Keyword(s):  
Special Education ◽  
Autism Spectrum Disorders ◽  
General Education ◽  
Video Modeling ◽  
Autism Spectrum ◽  
General Education Teachers ◽  
Inclusive Classrooms ◽  
Inclusive Classroom ◽  
One Step ◽  
Spectrum Disorders

With an increase in the prevalence of autism spectrum disorders (ASDs) and the importance of providing inclusive educational settings, it is important for all teachers to utilize strategies that support learners’ needs. Due to the complexity of their needs, some students with ASD struggle with transitions within and across activities in schools. Transitions are defined as a change in activities or settings such as moving from one activity to another or moving from one step of an activity to the next. There are many strategies to support transitions in an inclusive classroom, however many of these strategies are traditionally associated with special education, and general education teachers may not feel prepared to implement them. This article focuses on possible applications of video modeling to support daily transitions in inclusive classrooms.

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