scholarly journals Peculiarities of inclusive education of ASD children in Ukraine

2020 ◽  
Vol 6 (2) ◽  
pp. 229-239 ◽  
Author(s):  
Larysa Rybchenko ◽  
Ihor Ostrovskii
Keyword(s):  
Mental Retardation ◽  
Inclusive Education ◽  
Educational System ◽  
Rating Scale ◽  
Boarding School ◽  
Emotional Reaction ◽  
Speech Development ◽  
Children With Asd ◽  
Development Capacity ◽  
Main Components

Despite the fact that special education in Ukraine is quite extensive and eveloped, education itself and social psychological development remain unavailable for children with ASD. The article aim is to show a model of autistic children inclusion in the educational system of Ukraine taking into account the experience of success. The investigated group consists of 20 children with ASD and 20 children with mental retardation from a boarding school aged from 8 to 9 years. The children indices were investigated according to Binet-Simon Scale for intelligence level determination, method of neuropsychological research according to Alexander Luria for psychophysical development level determination and Childhood Autism Rating Scale for autism level determination. The analysis of inclusive education implementation in the educational system of Ukraine has been conducted. The results of studies have shown that children with ASD have substantially lower indices of speech development, capacity for imitation as well as concentration of attention than children with mental retardation. Conductance of social intervention based of TEACCH therapy elements for group of children with ASD has shown their progress in indices of social interaction, emotional reaction and communication. The results obtained allow us to build a model of inclusion of children with ASD in the educational system of Ukraine. The main components of the model are considered.

Outcomes of cochlear implantation in deaf children of deaf parents: comparative study

2012 ◽  
Vol 126 (10) ◽  
pp. 989-994 ◽  
Author(s):  
S Hassanzadeh
Keyword(s):  
Cochlear Implantation ◽  
Speech Intelligibility ◽  
Second Generation ◽  
Rating Scale ◽  
Reference Group ◽  
Speech Development ◽  
Deaf Children ◽  
Hearing Parents ◽  
Deaf Parents ◽  
First And Second Generation

AbstractObjective:This retrospective study compared the cochlear implantation outcomes of first- and second-generation deaf children.Methods:The study group consisted of seven deaf, cochlear-implanted children with deaf parents. An equal number of deaf children with normal-hearing parents were selected by matched sampling as a reference group. Participants were matched based on onset and severity of deafness, duration of deafness, age at cochlear implantation, duration of cochlear implantation, gender, and cochlear implant model. We used the Persian Auditory Perception Test for the Hearing Impaired, the Speech Intelligibility Rating scale, and the Sentence Imitation Test, in order to measure participants' speech perception, speech production and language development, respectively.Results:Both groups of children showed auditory and speech development. However, the second-generation deaf children (i.e. deaf children of deaf parents) exceeded the cochlear implantation performance of the deaf children with hearing parents.Conclusion:This study confirms that second-generation deaf children exceed deaf children of hearing parents in terms of cochlear implantation performance. Encouraging deaf children to communicate in sign language from a very early age, before cochlear implantation, appears to improve their ability to learn spoken language after cochlear implantation.

scholarly journals Quality of Inclusive Educational System for Work with Students with Autism Different Needs in Italy

2015 ◽  
Vol 3 ◽  
pp. 171
Author(s):  
Vita Voitkāne
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Education System ◽  
School System ◽  
Avant Garde ◽  
Students With Autism ◽  
New Challenges ◽  
General School ◽  
Insight Into

The need for realization of inclusive education, which is the basis of a sustainable education, will require new challenges in the Education System. The system used in Italy can be used as an example. Italy passed avant-garde laws concerning the integration and inclusion of special needs students into the general school system already more than thirty years ago, in the 1970s. However, even after all this time and experience, there are still unresolved problems, which testifies to the complexities of the matter. This research offers an insight into the quality of the existing Italian inclusive education system specifically in relation to students with autism. Thereby it hopes to provide educators in Latvia with food for thought about this currently important topic.

scholarly journals Perception of Non-Verbal Prosody in Children with ASD

2020 ◽  
Author(s):  
Aleksandra V. Maslennikova ◽  
Galina V. Portnova ◽  
Olga V. Martynova
Keyword(s):  
Positive Emotions ◽  
Rating Scale ◽  
Spectral Power ◽  
Negative Emotions ◽  
Target Group ◽  
Control Group ◽  
Children With Asd ◽  
Spectrum Density ◽  
Healthy Control ◽  
Important Marker

AbstractParalinguistic features of the speaker, such as prosody, temp, loudness, and dynamics, are an important marker of a person’s emotional state. The deficit of processing of emotional prosody could be preferably associated with the impairments in individuals with ASD’s social behavior. The following two groups of children participated in our study: 30 preschoolers from 4 to 6 years old in the target group (39.1 ± 6.4 scores by Childhood Autism Rating Scale), 24 preschoolers of the control group from 4 to 6 years in the control group. The prosody stimuli were the combination of syllables, said with intonations of “joy,” “angry,” “sadness,” “fear,” and “calm.” Fast Fourier transform (FFT) is used to analyze power spectrum density (PSD). The resulting normalized spectrum was integrated over unit width intervals in the range of interest (2 to 20 Hz with a step in 1Hz). Children with ASD, similarly to TD children, showed the most pronounced differenced of EEG in response to prosodics of fear and anger. The significant groups’ differences in PSD were detected for sad and joy intonations. Indexes of EEG differences between pleasure and painful intonations were significantly higher in the control group than children with ASD and between sadness and calm or joy and calm intonations. This paper makes up two main contributions: In general, we obtained that children with ASD have less response to a human voice’s emotional intonation. The physical characteristics of stimuli are more critical than a sign of emotions. The effect of EEG spectral power has hemisphere specialization in the healthy control group, but not in ASD children. Since spectral power for negative emotions in the target group is higher, we proposed that ASD children worse recognize positive emotions than negative emotions.

Preventing exclusion: the role of therapists and parents in the inclusion of a disabled child in the education system

2021 ◽  
Vol LXXXII (5) ◽  
pp. 370-386
Author(s):  
Monika Gałkowska ◽  
Katarzyna Kruś-Kubaszewska
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Education System ◽  
School Education ◽  
Final Decision ◽  
Child Relationship ◽  
Stressful Experience ◽  
Role Of Parents

Choosing an educational system for a disabled child already at the stage of pre-school education is a difficult and stressful experience for parents, which regardless of the final decision, raises many doubts. Certain questions arise: ‘where there is a place in the education system for the child with a disability certificate?’, ‘where the child can develop best?’, but also ‘where the child simply feels happy and does not experience exclusion?’. Many things depend on the level of the child’s disability, on key choices made by parents, and on the quality of cooperation, both in the three-way parent-therapist-child relationship, but also in the two-way parent-child and therapist-child relationships. Parents more and more often make decisions about inclusive education, where a child can develop amongst non-disabled peers. This article focuses primarily on the role of parents and therapists in the process of including a disabled child in the education system, the potential of cooperation, but also the fears, difficulties and expectations accompanying both sides.

Speech Abilities in a Heterogeneous Group of Children With Autism

2021 ◽  
pp. 1-15
Author(s):  
Kate Broome ◽  
Patricia McCabe ◽  
Kimberley Docking ◽  
Maree Doble ◽  
Bronwyn Carrigg
Keyword(s):  
Expressive Language ◽  
Children With Autism ◽  
Spontaneous Speech ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Speech Development ◽  
Limited Information ◽  
Number Of Children ◽  
Children With Asd ◽  
Speech Data

Purpose This study aimed to provide detailed descriptive information about the speech of a heterogeneous cohort of children with autism spectrum disorder (ASD) and to explore whether subgroups exist based on this detailed speech data. High rates of delayed and disordered speech in both low-verbal and high-functioning children with ASD have been reported. There is limited information regarding the speech abilities of young children across a range of functional levels. Method Participants were 23 children aged 2;0–6;11 (years;months) with a diagnosis of ASD. Comprehensive speech and language assessments were administered. Independent and relational speech analyses were conducted from single-word naming tasks and spontaneous speech samples. Hierarchical clustering based on language, nonverbal communication, and spontaneous speech descriptive data was completed. Results Independent and relational speech analyses are reported. These variables are used in the cluster analyses, which identified three distinct subgroups: (a) children with high language and high speech ability ( n = 10), (b) children with low expressive language and low speech ability but higher receptive language and use of gestures ( n = 3), and (c) children with low language and low speech development ( n = 10). Conclusions This is the first study to provide detailed descriptive speech data of a heterogeneous cohort of children with ASD and use this information to statistically explore potential subgroups. Clustering suggests a small number of children present with low levels of speech and expressive language in the presence of better receptive language and gestures. This communication profile warrants further exploration. Replicating these findings with a larger cohort of children is needed. Supplemental Material https://doi.org/10.23641/asha.16906978

Therapists’ Perception of their Relationship with Educational Staff In Secondary Inclusive Schools

2021 ◽  
Vol 8 (3) ◽  
pp. 73-87
Author(s):  
Meytal Fogel -Simhony
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Inclusive Education ◽  
Educational System ◽  
Management Team ◽  
Role Perception ◽  
Structured Interviews ◽  
Inclusive Schools ◽  
Educational Staff

Due to the disparities inherent in the role perception of expressive and creative therapists in the Israeli educational system, and the difficulty of fulfilling the role in an optimal manner for all parties involved, this study aims to examine the role perception of the therapist in secondary schools with inclusive education, examining the therapist’s work vis-a-vis the school’s educational staff and its management team.The sample included 11 therapists who have worked in a secondary school for over two years. The data was collected through semi-structured interviews. Findings of the study indicated a number of significant parameters in the therapist's work vis-à-vis the staff. Moreover, it is evident that the therapist's own role perception is related to the role perception as perceived by the educational and management team. The discussion examines the significance of the disparity between the therapist's role perception and the expectations and perceptions of the staff within the educational system.

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