scholarly journals فعالیة طرق القراءة المستخدمة لتحسین تدریس الأطفال التوحدیین فی مراکز التربیة الخاصة فی الأردن The Effectiveness of Teaching Approaches Used by Teachers in Teaching Children with Autism to Read in Special Education Centres in Jordan

2015 ◽  
Vol 34 (165) ◽  
pp. 91-114
Author(s):  
محمد عبد السکارنة
Keyword(s):  
Special Education ◽  
Children With Autism ◽  
Teaching Approaches

The Fight Within: Parent-Educators Advocating for their Children with Autism Inside their Own School Districts

2019 ◽  
Vol 43 (2) ◽  
pp. 162-177
Author(s):  
Keri C. Fogle ◽  
David Hoppey ◽  
David H. Allsopp
Keyword(s):  
Special Education ◽  
Children With Autism ◽  
Special Education Services ◽  
School Partnerships ◽  
Study Approach ◽  
Educational Rights ◽  
Disabilities Education Act ◽  
Education Act ◽  
Parent Educators

Parents have advocated for the educational rights of their children with disabilities for decades, and more so since the reauthorization of the Individuals With Disabilities Education Act (IDEA). Advocating for one’s child while working as an employee in the same school district where your child receives special education services comes with unforeseen complexities. Using a heuristic case study approach, this inquiry intended to discern the experiences, barriers, and perceptions of job security of two parent-educators with children with autism. Findings suggest unanticipated experiences and challenges within their dual, parent-educator role as indicated by the theory of responsible advocacy. Perceived employment consequences related to advocating from within the school system are also discussed along with implications for such parent-educators and their role in improving parent–school partnerships in special education.

Culturally Relevant Special Education Curriculum for Children With Autism in China

2020 ◽  
Vol 96 (3) ◽  
pp. 56-61
Author(s):  
Seung Eun McDevitt ◽  
Hui Jiang ◽  
Yuanyue Xu ◽  
Di Pei
Keyword(s):  
Special Education ◽  
Culturally Relevant ◽  
Children With Autism ◽  
Education Curriculum

scholarly journals Robots in special education: reasons for low uptake

2019 ◽  
Vol 13 (2) ◽  
pp. 59-69
Author(s):  
Maria Jose Galvez Trigo ◽  
Penelope Jane Standen ◽  
Sue Valerie Gray Cobb
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Design Methodology ◽  
Real Life ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Learning Activities ◽  
Autism Spectrum Conditions ◽  
Content Type ◽  
The Uk

Purpose The purpose of this paper is to identify the main reasons for low uptake of robots in special education (SE), obtained from an analysis of previous studies that used robots in the area, and from interviewing SE teachers about the topic. Design/methodology/approach An analysis of 18 studies that used robots in SE was performed, and the conclusions were complemented and compared with the feedback from interviewing 13 SE teachers from Spain and the UK about the reasons they believed caused the low uptake of robots in SE classrooms. Findings Five main reasons why SE schools do not normally use robots in their classrooms were identified: the inability to acquire the system due to its price or availability; its difficulty of use; the low range of activities offered; the limited ways of interaction offered; and the inability to use different robots with the same software. Originality/value Previous studies focussed on exploring the advantages of using robots to help children with autism spectrum conditions and learning disabilities. This study takes a step further and looks into the reasons why, despite the benefits shown, robots are rarely used in real-life settings after the relevant study ends. The authors also present a potential solution to the issues found: involving end users in the design and development of new systems using a user-centred design approach for all the components, including methods of interaction, learning activities and the most suitable type of robots.

scholarly journals Examining sensory differences of children with autism in early childhood: Effects of school and home settings

2016 ◽  
Vol 13 (1) ◽  
pp. 518
Author(s):  
Alev Girli
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Prevalence Rate ◽  
Children With Autism ◽  
Study Group ◽  
Negative Effects ◽  
School Settings ◽  
Teacher Views ◽  
Sensory Difference

<p>Recently, towards stimuli giving over sensitive or insensitive reactions has been recognized as diagnostic distinctive characteristics in children with autism. One of the purposes of this study is to determine behaviors which behaviors are result of sensitivity, prevalence rate at home or school settings and types of occurrence seen by parents and teachers. Another purpose of this study is to examine parent and teacher views on sensitivity effects at school and home settings. Study group consist 22 children with autism (2-6 ages), 20 mothers, and 8 trainers (4 psychologists and 4 special education teachers) who work with those children. In order to collect types of sensitivity and prevalence rate, “Sensory Difference Observation Form” and in order to collect views of parents and teachers, a semi structured form, “Effects of Sensory Differences: Parent and Teacher Views Form” are used. Forms were designed by researcher. It has been determined that the insensitivity of children towards movement, touch as well as auditory, visual and taste-scent stimuli is more common with a higher ratio than sensitivity. It has been observed that these properties have negative effects on their home lives as well as the routines of families and that teachers cope with them more easily in school settings.</p>

scholarly journals Various techniques of adaptation to dental treatment of children with autism spectrum disorder

2020 ◽  
Vol 73 (11-12) ◽  
pp. 375-379
Author(s):  
Jelena Komsic ◽  
Duska Blagojevic ◽  
Bojan Petrovic ◽  
Sanja Vujkov ◽  
Isidora Neskovic ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Success Rate ◽  
Dental Treatment ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Education School ◽  
Special Education School ◽  
Novi Sad ◽  
Combined Interventions

Introduction. Autism is a severe and lifelong developmental disorder characterized by impaired social interaction and interpersonal communication, as well as characteristic repetitive patterns of interest and behavior. The purpose of this study is to point to the possibility of applying various techniques of adaptation of children with autism to dental interventions in order to maintain oral health. Material and Methods. A multidisciplinary project was carried out by the Dental Clinic of Vojvodina, Special Education School ?Dr. Milan Petrovic? and the Autism Society of Novi Sad. The following education models were used in the project: behaviororiented models, developmental strategies, therapy based interventions, and combined interventions. The success rate of applied education models and adaptation of children with autism spectrum disorders to dental interventions was examined. The success criteria included the ability to make contact, communicate, cooperate, and perform dental treatment. Results. The multidisciplinary project included 20 active members the Autism Society of Novi Sad and 20 members of the Special Education School ?Dr. Milan Petrovic? day care program. The results of the study showed a 95% success rate of the most commonly used applied behavior analysis. The success rate of the communication oriented interventions was 90%, while therapy based interventions showed an 85% success rate. The combined interventions showed a 100% success rate. Conclusion. Only integration of several methods, multidisciplinary cooperation and an individual approach to work with children with autism can lead to success in work and adaptation to dental interventions of persons with autism spectrum disorder.

Sign in / Sign up

Export Citation Format

Share Document