The Impact of Funding Models on the Education of Students With Autism Spectrum Disorder

2019 ◽  
Vol 43 (01) ◽  
pp. 1-11
Author(s):  
Umesh Sharma ◽  
Brett Furlonger ◽  
Chris Forlin
Keyword(s):  
Autism Spectrum Disorder ◽  
Best Practices ◽  
Inclusive Education ◽  
Relevant Information ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Policy Documents ◽  
Students With Autism ◽  
Education Of Students ◽  
The Impact

AbstractCurrently, there is no consensus as how best to fund inclusive education for students with autism spectrum disorder. In this narrative review, we examined a range of funding models internationally in an attempt to identify the range of best practices for resourcing inclusive education. Three databases were searched along with various policy documents to identify the range of existing funding models. Three models of input, throughput, and output funding were identified from which 7 key considerations were extrapolated to provide what was expected to be relevant information to policymakers, researchers, and educators seeking to discover effective ways to fund inclusive education for students with autism spectrum disorder.

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 Parents perceptions of school nurses roles: The impact of communication on students with autism spectrum disorder

2022 ◽  
Vol 12 (5) ◽  
pp. 55
Author(s):  
Constance McIntosh ◽  
Jayanthi Kandiah ◽  
Lesie J. Remache
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
School Nurses ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Students With Autism ◽  
The Impact ◽  
The Relationship ◽  
Perceptions Of School ◽  
Parents Experiences

This qualitative study used the nursing grounding theory to describe parents' experiences working with school nurses to elevate their child’s healthcare. Seventeen interviews were conducted with parents/primary caregivers (P/PCG) who had children with autism spectrum disorder (ASD; ages six to ten). Through centering parents’ voices, the investigators were able to identify gaps in P/CG understanding of their school nurses’ roles through thematic analyses. We found that P/CG lacked the understanding of school nurses' roles and how school nurses could aid their child’s healthcare. The oversight of school nurses contributed to miscommunication, which constrained the relationship between the parent and the school nurse. These findings provide insight into the importance of enhancing communication between the parents of children with ASD and school nurses and was the catalyst to why this article was written. When healthcare professionals provide clarity and expertise to parents as to their respective roles, incorporate perspective-taking, and tailor their approaches based on their concerns, it may enhance parents’ experiences with their school nurses. In addition, school nurses should consider various routes of engaging parents so they have a deeper understanding of their responsibilities in enhancing the healthcare of children with ASD.

scholarly journals Predictors of postsecondary success for students with autism spectrum disorder

2018 ◽  
Author(s):  
◽  
Sarah E. Kimmel
Keyword(s):  
Autism Spectrum Disorder ◽  
High School Students ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Predictor Variables ◽  
Future Research ◽  
Postsecondary Outcomes ◽  
Study Results ◽  
Students With Autism ◽  
The Impact

The purpose of this quantitative study was to analyze the impact of three predicting factors, low socioeconomic status (SES), participation in community based work experience (CBWE) programs, and the presence of multiple disability diagnoses, on postsecondary outcomes of students with Autism Spectrum Disorder (ASD). The case study specifically analyzed postsecondary outcomes of 70 high school students with an educational diagnosis of ASD, who graduated from public, self-contained special education secondary schools during the 2014-2017 academic years. Postsecondary outcomes were measured through data gathered by the school district's Graduate Six Month Follow Up questionnaire. Study results found no statistically significant impact of any predictor variables on postsecondary outcomes. Results also indicated no significant relationship between the three predictor variables. Limitations of the study include sample size, qualification for free and reduced lunch, data collection tools, and time frames. Implications for practice and future research opportunities are discussed.

scholarly journals Classroom for Debate: When Students with Autism Succeed in Inclusive Classrooms

Elements ◽  
2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Danielle Jean Abate
Keyword(s):  
Academic Achievement ◽  
Autism Spectrum Disorder ◽  
General Education ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Inclusive Classrooms ◽  
Spectrum Disorder ◽  
Educational Setting ◽  
Students With Autism ◽  
Current Practices

This paper aims to determine whether current practices ensure success for students with Autism Spectrum Disorder who participate within an inclusive educational setting by examining four perspectives: students with Autism Spectrum Disorder and their general education counterparts, educators, financial funding for such programs, and the academic achievement of autistic students who receive the service. While much literature on inclusive education is supportive, the findings indicate that the service operates on questionable intentions and practices that may or may not be beneficial for its recipients. Despite the setbacks associated with inclusive education, autistic students are capable of succeeding within these classrooms. Suggestions can be formulated to modify such practices to ensure that all autistic students are educated in a manner that allows them to share the same level of achievement as their general peers in education.

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