Perceptions from General Education Teachers Who Work with Students with Autism Spectrum Disorder

2018 ◽  
Vol 25 (1) ◽  
pp. 1-11
Author(s):  
Nichole Wangsgard ◽  
Teresa Cardon
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Autism Spectrum ◽  
General Education Teachers ◽  
Spectrum Disorder ◽  
Students With Autism

scholarly journals Inclusion of students with autism spectrum disorder in the Jordanian regular classrooms: Teachers' perspectives

2021 ◽  
Vol 20 (2) ◽  
pp. 79-91
Author(s):  
Sakarneh Abed ◽  
Katanani Jameel ◽  
Alrahamneh Ahmad
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Self Esteem ◽  
Autism Spectrum ◽  
General Education Teachers ◽  
Spectrum Disorder ◽  
Inclusive Learning ◽  
Regular Classrooms ◽  
Students With Autism ◽  
Teachers Perspectives

Introduction. This study focuses on the relevance of inclusion for students with autism spectrum disorder (ASD) in the regular classroom. This issue has achieved international recognition with recommendations in most countries that students should be given the same opportunities as those without disabilities. The case of Jordanian teachers in Amman is selected in this study. Objectives. It specifically aims at investigating the teachers' perspectives on inclusion of students with ASD in Jordanian regular classrooms. Methods. The issue is evaluated using a qualitative study design where nine teachers were interviewed virtually. Results. The findings indicated the need for better training and skills development in specific aspects and needs of students with ASD. Providing teachers with training as well as materials and financial support is necessary for supporting inclusive learning. The teachers also report significant limitations in how inclusion of ASD students is supported in Jordan. The perspectives towards inclusion of ASD students in Jordan show that they have low confidence and self-esteem in dealing with these students and organizing inclusive classrooms due to inadequate training and experience. Conclusion. The findings of this study indicate the need for policymakers in Jordan to consider providing specific training to their general education teachers.

A Team Approach to Teaching Music to Students with Autism Spectrum Disorder

2020 ◽  
pp. 17-38
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Special Educators ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Staff Members ◽  
Music Classroom ◽  
Student Profiles ◽  
Students With Autism ◽  
Teaching Music

Successful inclusion of students with autism spectrum disorder into the music classroom depends heavily on the positive relationships formed among general education teachers, music educators, special educators, administrators, paraprofessionals, parents, and students. This chapter includes information regarding learning about students with autism spectrum disorder; establishing relationships with other special educators, therapists, and administrator; establishing relationships with other staff members; participating in meetings (including IEP meetings); understanding how least restrictive environment (LRE) applies to students with autism; and making use of student profiles as data.

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.

Understanding Inclusive Practices for Students With Autism Spectrum Disorder Through the Individualized Education Plan Process

2022 ◽  
pp. 22-41
Author(s):  
Karina Becerra-Murillo
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Classroom Environment ◽  
Autism Spectrum ◽  
Individualized Education Plan ◽  
Spectrum Disorder ◽  
Individualized Education ◽  
Students With Autism ◽  
Restrictive Environment ◽  
Education Plan

Students with autism spectrum disorder (ASD) often display atypical behaviors which general education teachers may not know how to handle. As a result, students with ASD may not get the opportunity to be educated alongside typical peers in the least restrictive environment. Segregated settings often become the most recommended setting for students with ASD. The way to change this practice is if the child's parent is willing to speak up and request an inclusive, less restrictive setting. Working together with the school site, as an equal partner, parents can collaboratively prepare the student for an inclusive setting. Inclusive environments can be overwhelming to a student with ASD, if they come from a smaller classroom environment. Preparing the student and teacher for the transition can help to eliminate potential barriers in the inclusion process. Barriers can be identified through the individualized education plan (IEP), and solutions can be devised within that process.

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.

Development of Mathematical Practices Through Word Problem–Solving Instruction for Students With Autism Spectrum Disorder

2021 ◽  
pp. 001440292199089
Author(s):  
Sarah K. Cox ◽  
Jenny R. Root
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Single Case ◽  
Mathematical Practice ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Students ◽  
Mathematical Practices ◽  
Extraneous Information ◽  
Students With Autism

The Common Core State Standards for Mathematics highlight the importance of not only content standards for mathematics but also mathematical practices such as communication, representation, and reasoning, skills that are often difficult for students with autism spectrum disorder (ASD). Through a single-case multiple-probe-across-participants design, this study found modified schema-based instruction (MSBI) to be an effective strategy to increase the use of mathematical practices for middle school students with ASD when solving multiplicative word problems. Four students eligible for special education services under the area of autism enrolled in sixth-grade general education mathematics classes increased their use of mathematical practices for two problem types (multiplicative comparison and proportion) and maintained the use of mathematical practices 4 to 8 weeks after intervention. Additionally, all participants generalized their use of mathematical practices to novel multiplicative comparison problems containing extraneous information, and three of the participants generalized mathematical practice skills to proportion problems containing extraneous information. Implications for practice are discussed.

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