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.

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.

The Engagement for Learning Framework: connecting with learning and evidencing progress for children with autism spectrum conditions

2016 ◽  
Vol 2 (1) ◽  
pp. 12-23 ◽  
Author(s):  
Barry Carpenter ◽  
Jessica Carpenter ◽  
Jo Egerton ◽  
Bev Cockbill
Keyword(s):  
Autism Spectrum ◽  
Added Value ◽  
Autism Spectrum Conditions ◽  
Original Research ◽  
Descriptive Data ◽  
Content Type ◽  
Study Approach ◽  
Learning Framework ◽  
Three Phases

Purpose – The purpose of this paper is to describe and illustrate the use of the Engagement for Learning Framework developed through the Complex Learning Difficulties and Disabilities (CLDD) Research Project (2009-2011). The resources support mainstream and special educators to extend the engagement of learners with CLDD. Design/methodology/approach – In total, 95 educational settings and 224 students took part across three phases of research (November 2009-March 2011) comprising a resource development phase and two trial phases in mainstream and special schools. The researchers used an exploratory, multiple case study approach and action research methodologies. A recent case study from Hamilton School, Birmingham, illustrates the Engagement for Learning Framework. Findings – The resulting Engagement Profile and Scale data showed increases in engagement for similar proportions of the student cohort. Across the three phases, 81-85 per cent (mean: 83 per cent) increased their levels of engagement for learning, 2-9 per cent (mean: 5.3 per cent) showed no change, while 5.5-16 per cent (mean: 11.6 per cent) showed decreased levels of engagement. Descriptive data corroborated these scores. Originality/value – This original research added value to existing work by developing resources for educators that enabled them to adapt activities to encourage students’ engagement in seven engagement areas (awareness, curiosity, investigation, discovery, anticipation, persistence and initiation). The resources enabled educators to score learner engagement over time to show progress and collected associated descriptive data.

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.

Size does matter – span of control in hospitals

2017 ◽  
Vol 31 (2) ◽  
pp. 192-206 ◽  
Author(s):  
Christina Holm-Petersen ◽  
Sussanne Østergaard ◽  
Per Bo Noergaard Andersen
Keyword(s):  
Design Methodology ◽  
Hospital Staff ◽  
Leadership Capacity ◽  
Decision Makers ◽  
Span Of Control ◽  
Content Type ◽  
Frontline Leaders ◽  
Practical Implications

Purpose Centralization, mergers and cost reductions have generally led to increasing levels of span of control (SOC), and thus potentially to lower leadership capacity. The purpose of this paper is to explore how a large SOC impacts hospital staff and their leaders. Design/methodology/approach The study is based on a qualitative explorative case study of three large inpatient wards. Findings The study finds that the nursing staff and their frontline leaders experience challenges in regard to visibility and role of the leader, e.g., in creating overview, coordination, setting-up clear goals, following up and being in touch. However, large wards also provide flexibility and development possibilities. Practical implications The authors discuss the implications of these findings for decision makers in deciding future SOC and for future SOC research. Originality/value Only few studies have qualitatively explored the consequences of large SOC in hospitals.

How “The Three Rules” guide strategy and investment decisions at Deloitte Consulting LLP

2015 ◽  
Vol 43 (3) ◽  
pp. 7-14 ◽  
Author(s):  
Jim Moffatt
Keyword(s):  
Design Methodology ◽  
Large Scale ◽  
Investment Decisions ◽  
Decision Makers ◽  
Research Project ◽  
Content Type ◽  
First Case ◽  
Practical Implications ◽  
Thought Leadership

Purpose – This case example looks at how Deloitte Consulting applies the Three Rules synthesized by Michael Raynor and Mumtaz Ahmed based on their large-scale research project that identified patterns in the way exceptional companies think. Design/methodology/approach – The Three Rules concept is a key piece of Deloitte Consulting’s thought leadership program. So how are the three rules helping the organization perform? Now that research has shown how exceptional companies think, CEO Jim Moffatt could address the question, “Does Deloitte think like an exceptional company?” Findings – Deloitte has had success with an approach that promotes a bias towards non-price value over price and revenue over costs. Practical implications – It’s critical that all decision makers in an organization understand how decisions that are consistent with the three rules have contributed to past success as well as how they can apply the rules to difficult challenges they face today. Originality/value – This is the first case study written from a CEO’s perspective that looks at how the Three Rules approach of Michael Raynor and Mumtaz Ahmed can foster a firm’s growth and exceptional performance.

Integration between knowledge management and business process management and its impact on the decision making process in the construction sector: a case study of Jordan

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sami Wasef Abuezhayeh ◽  
Les Ruddock ◽  
Issa Shehabat
Keyword(s):  
Decision Making ◽  
Knowledge Management ◽  
Business Process Management ◽  
Process Management ◽  
Business Processes ◽  
Decision Makers ◽  
Decision Making Process ◽  
Construction Sector ◽  
Content Type

Purpose The purpose of this paper is to investigate and explain how organizations in the construction sector can enhance their decision-making process (DMP) by practising knowledge management (KM) and business process management (BPM) activities. A conceptual framework is developed that recognises the elements that impact DMP in terms of KM and BPM. The development of this framework goes beyond current empirical work on KM in addition to BPM as it investigates a wider variety of variables that impact DMP. Design/methodology/approach A case study is undertaken in the context of the construction industry in Jordan. A theoretical framework is developed and assessment of the proposed framework was undertaken through a questionnaire survey of decision-makers in the construction sector and expert interviews. Findings The outcomes of this research provide several contributions to aid decision-makers in construction organizations. Growth in the usage of KM and BPM, in addition to the integration between them, can provide employees with task-related knowledge in the organization’s operative business processes, improve process performance, promote core competence and maximise and optimise business performance. Originality/value Through the production of a framework, this study provides a tool to enable improved decision-making. The framework generates a strong operational as well as theoretical approach to the organizational utilization of knowledge and business processes.

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 Your Voice Counts: Listening to the Voice of High School Students With Autism Spectrum Disorder

2011 ◽  
Vol 35 (2) ◽  
pp. 173-190 ◽  
Author(s):  
Beth Saggers ◽  
Yoon-Suk Hwang ◽  
K. Louise Mercer
Keyword(s):  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Educational Practice ◽  
Autism Spectrum ◽  
Student Perspective ◽  
Small Scale ◽  
School Students ◽  
School Communities ◽  
Students With Autism

AbstractSupporting students with autism spectrum disorders (ASDs) in inclusive settings presents both opportunities and significant challenges to school communities. This study, which explored the lived experience of nine students with ASD in an inclusive high school in Australia, is based on the belief that by listening to the voices of students, school communities will be in a better position to collaboratively create supportive learning and social environments. The findings of this small-scale study deepen our knowledge from the student perspective of the inclusive educational practices that facilitate and constrain the learning and participation of students with ASD. The students' perspectives were examined in relation to the characteristics of successful inclusive schools identified by Kluth (2003). Implications for inclusive educational practice that meets the needs of students with ASD are presented.

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