scholarly journals Between inclusion and exclusion: Teachers’ reflections about students with autism in public school

2021 ◽  
Vol 14 (33) ◽  
pp. e14098
Author(s):  
Yago Melo de Lima ◽  
Tânia Regina Lobato dos Santos ◽  
Rejane de Assis Oliveira Monteiro
Keyword(s):  
Autism Spectrum Disorder ◽  
Public School ◽  
School Environment ◽  
School Context ◽  
Field Research ◽  
Autism Spectrum ◽  
Special Education Teacher ◽  
Education Teacher ◽  
Theoretical Contribution ◽  
Students With Autism

This paper writes about the reflections of four ordinary teachers and one special education teacher, of a public school in the school inclusion context. Analyze the reflections in relation to the acceptance and reception of students with Autism Spectrum Disorder (ASD) in the school environment. The problem to be solved is the following: how do the acceptance and reception of students with ASD occur in the school? It configures in a snippet of a qualitative and field research based on Teixeira (2010) and Oliveira (2012), developed in a public school in the municipal education system located in Belém-PA in 2017. The theoretical contribution of the investigation was anchored on Orrú (2012, 2016) and Mantoan (2013, 2015), that study and research about autism and school inclusion. The reflections of the five teachers reveal alarming situations, such as resistance to accepting and welcoming of students with autism in the school context, because some factors interfere in the classroom and school routine, which calls the need of this space to reflect and revise his pedagogical proposal. However, the research also reveals educational situations that enable the school inclusion.

Video Prompting to Teach Robotics and Coding to Middle School Students With Autism Spectrum Disorder

2019 ◽  
pp. 016264341989024
Author(s):  
John C. Wright ◽  
Victoria F. Knight ◽  
Erin E. Barton ◽  
Meghan Edwards-Bowyer
Keyword(s):  
Middle School ◽  
Autism Spectrum Disorder ◽  
Special Education ◽  
Public School ◽  
Single Case ◽  
Academic Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
The Social ◽  
Students With Autism

Video-based modeling is an evidence-based practice for teaching social and communication skills, functional and daily living skills, and some academic skills (i.e., math) to students with autism spectrum disorder. The efficacy of video-based modeling, however, has not yet been established for STEM skills related to science, technology, or engineering. Drawing on findings from a systematic review of video-based modeling to teach academic skills to students with autism spectrum disorder and/or intellectual disability, researchers used a single-case study design to examine the efficacy of video-based modeling for teaching robotics and coding to students with autism spectrum disorder. Specifically, researchers used a multiple probe across skills single-case research design replicated across three middle school participants to teach block-based coding of robots. This afforded three intraparticipant replications and three interparticipant replications. A functional relation between the use of systematic video prompting and mastery of robotics coding skills was demonstrated. Further, to substantiate the social and ecological validity of video-based modeling interventions for public school settings, a special education teacher implemented the intervention in a special education classroom. Additionally, questionnaires were disseminated to study participants and public school special educators naive to the study purpose and outcomes to assess the social validity (i.e., feasibility and effectiveness) of the intervention.

scholarly journals The inclusion of students with autism spectrum disorder in regular school

2020 ◽  
pp. 159-173
Author(s):  
Andriele Morais de Santana ◽  
Aurélia Emilia de Paula Fernandes ◽  
Érica Fernanda Reis de Matos ◽  
Magna Oliveira Sant'ana
Keyword(s):  
Autism Spectrum Disorder ◽  
Students With Disabilities ◽  
School Environment ◽  
Educational Institution ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Resource Room ◽  
Regular School ◽  
Students With Autism ◽  
Teaching Learning

This article discusses an analysis of the inclusion process of a student with Autism Spectrum Disorder (ASD) in a private regular school. In this sense, the objective is to understand the challenges and possibilities around the school inclusion of students with ASD from the following question that started from the problem that evidences the impasses of inclusive experiences in the school space: how does the school enhance inclusive practices during the teaching-learning process of students with disabilities, especially with ASD? Therefore, it evidences a bibliographic approach focused on the understanding of autism and its characteristics, as well as the difficulties of interaction and socialization in the school environment. In view of this, it was analyzed through some observations and dialogues held in the institution, the possibilities developed to include when understanding the need expressed in order to help in overcoming this challenge. Throughout the study, some interventions were performed during observations in the regular room and multifunctional resource room during specialized educational care, with the objective of experiencing inclusive actions in school through the challenges arising from this demand directed to respect and valorization of human diversity. Thus, it is necessary to make continuous adaptations in the educational institution in order to enable the development of children with ASD, valuing their potentialities.

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.

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