Enablers for Inclusion: The Perspectives of Parents of Children With Autism Spectrum Disorder

2014 ◽  
Vol 39 (1) ◽  
pp. 85-96 ◽  
Author(s):  
Andrea Reupert ◽  
Joanne M. Deppeler ◽  
Umesh Sharma
Keyword(s):  
Autism Spectrum Disorder ◽  
Public Schools ◽  
Inclusive Education ◽  
State Government ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Community Agencies ◽  
Rural And Urban ◽  
Group Interviews ◽  
Government Initiative

Although home–school collaborations are important for inclusive education, most studies have identified the problems experienced by parents whose children have additional special needs. The aim of this study was to present the views of Australian parents, with children diagnosed with autism spectrum disorder, regarding what they considered to be the enablers for inclusion, within the context of their experiences of a program of support in inclusive schools (a Victorian State Government initiative called the Inclusion Support Program). Four focus group interviews were conducted, within a phenomenological, qualitative paradigm, with 14 mothers, in rural and urban primary and secondary public schools. Parents identified various innovations including the provision of a safe space, structured school and free time, flexibility around timetable, curriculum and staffing and the provision of socially attractive activities. Another theme was the potential for schools to be a ‘catalyst point’ to bring together parents, teachers and community agencies. The importance of eliciting parental expertise is highlighted here.

Site as a tool for pedagogical support of parents of students with autism spectrum disorder

2020 ◽  
pp. 46-51
Author(s):  
M. V. Kolmakova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Organization ◽  
Education Environment ◽  
Students With Autism ◽  
A Site

The article considers an innovative form of interaction between an educational organization and parents of students with autism spectrum disorder in inclusive education environment. A site developed by the author is presented, on the basis of which it is planned to implement pedagogical support for parents of students with autism spectrum disorder. The structure and approximate content of such a site are described. Each section of the site corresponds to certain areas of activity within the framework of pedagogical support of parents.

Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change

Autism ◽  
2021 ◽  
pp. 136236132098489
Author(s):  
Hui Min Low ◽  
Tze Peng Wong ◽  
Lay Wah Lee ◽  
Somchay Makesavanh ◽  
Bountheing Vongsouangtham ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Teacher Training ◽  
Inclusive Education ◽  
Democratic Republic ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Developed Country ◽  
Positive Effects ◽  
Students With Autism ◽  
Effective Inclusion

The main aim of this article is to explore whether pictorial narration could offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in a low-resource context in the Lao People’s Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of KhamdyTM. The teacher training included a half-day orientation workshop, followed by 4 weeks of online learning. Statistically significant improvement in autism spectrum disorder knowledge and reduction in autism spectrum disorder stigma was recorded for the teachers after completing the teacher training. The findings on social validity pointed to high acceptance toward the pictorial narrative method and the content designed for the purpose of this training. The teachers’ acceptance of the training method was found to have positive effects on their knowledge changes in the diagnosis and etiology aspects of autism spectrum disorder knowledge. The findings supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country. The findings offered insights to explain the knowledge change and stigma reduction recorded. Lay abstract In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People’s Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of KhamdyTM. The teachers’ knowledge test results and feedback were analyzed. The findings indicated that teachers’ acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country.

scholarly journals Including Children with Autism Spectrum Disorder in Regular Schools: A Mother’s Perspective

2020 ◽  
pp. 137-142
Author(s):  
Low Hui Min ◽  
Lee Lay Wah
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Structured Interview ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Ministry Of Education ◽  
Learning Aids ◽  
Children With Asd ◽  
Students With Autism

Since the implementation of 'Educational Blueprint 2013-2025' and 'Zero Reject Policy' in Malaysia, there are increasingly efforts from the Malaysian Ministry of Education to include students with Autism Spectrum Disorder(ASD) into regular mainstream education. A case study investigation was conducted with a mother with two children with different severity levels of ASD. In a semi-structured interview, the mother described her experiences and aspirations of education arrangements for both her children. Through the eyes of a mother, we find a strong belief that children with ASD could learn like others when given adequate opportunities and learning aids. This unique case study offers an archetypical representation of issues and challenges faced by parents of children with ASD in Malaysia, in advocating for inclusive education for their children.

scholarly journals Autism Spectrum Disorder in Aotearoa New Zealand: Strategies for teachers.

Teachers Work ◽  
2018 ◽  
Vol 15 (2) ◽  
pp. 89-93
Author(s):  
Penelope Baines ◽  
Anne Yates
Keyword(s):  
Autism Spectrum Disorder ◽  
New Zealand ◽  
Young People ◽  
Inclusive Education ◽  
Educational Experience ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Ministry Of Education ◽  
Children And Young People ◽  
Aotearoa New Zealand

  According to Autism New Zealand (n.d.) there are approximately 65,000 New Zealanders with an Autism Spectrum Disorder (ASD).  Despite this prevalence, Goodall (2014) notes that “…teachers are still on a long journey to full acceptance of students on the autism spectrum as learners with potential” (p. 133).  This is concerning as one of the principles that form the foundation of the New Zealand Curriculum (NZC) (Ministry of Education, 2007) is inclusion.  The NZC states these principles “embody the beliefs about the nature of the educational experience and the entitlement of the student” (p. 37) and Te Kete Ipurangi (n.d.) describes inclusive education as all children and young people being engaged and achieving through participating, learning and belonging.  These principles, in addition to the prevalence of people with ASD in New Zealand, mean that teachers must possess an understanding of ASD as well as knowledge of teaching strategies to assist these learners.

scholarly journals A brief about autism spectrum disorders for nurses and other peripheral health workers

2021 ◽  
Vol 7 (2) ◽  
pp. 90-97
Author(s):  
Alpana Santosh Kondekar ◽  
Ashni Dharia ◽  
Abhishek Mandal ◽  
Neeta Naik ◽  
Bhumi Amod Gaikwad
Keyword(s):  
Autism Spectrum Disorder ◽  
Health Workers ◽  
Autism Spectrum ◽  
Speech Development ◽  
Spectrum Disorder ◽  
Socioeconomic Background ◽  
Rural And Urban ◽  
Appropriate Treatment ◽  
Auxiliary Nurse ◽  
Wide Range

Autism spectrum disorder encompasses a wide range of neurodevelopment disabilities which affect children and their families across all sections of the society both in rural and urban settings. The prevalence of autism is rising irrespective of the socioeconomic background of the children. Hence every health worker has to be aware of ways to suspect and diagnose this condition and decide the appropriate treatment. Earliest intervention in autism spectrum disorder gives better results due to neuroplasticity. This article is targeted to help Medical officers, auxiliary nurse midwifes, anganwadi workers and other peripheral health workers by providing information on basics of ASD, normal speech development, simple ways for diagnosis and treatment for the same.

scholarly journals The Role of Speech Pathologist in Inclusive Education of Children with Autism Spectrum Disorder

2016 ◽  
Vol 21 (3) ◽  
pp. 105-110
Author(s):  
E.L. Tsyrulnikova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Children With Autism ◽  
Practical Experience ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Mathematical Concepts ◽  
Group Lessons ◽  
Speech Pathologist

This paper outlines the author’s practical experience in inclusion of children with autism spectrum disorder in a general educational setting, that is, in a group of normally developing peers participating in group lessons aimed at forming basic mathematical concepts. The author hopes that this material might be useful to teachers of kindergartens and schools who are providing education to children with ASD and including them in regular groups and classes.

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