scholarly journals Perspectives of Teachers on Autism Spectrum Disorders (ASD) in Nepal

2019 ◽  
Vol 4 (2) ◽  
pp. 190-207
Author(s):  
Sharan Hari Shrestha
Keyword(s):  
Sampling Method ◽  
Survey Design ◽  
Autism Spectrum ◽  
General Idea ◽  
Basic Knowledge ◽  
Inclusive Classroom ◽  
Kathmandu Valley ◽  
Placement Services ◽  
Spectrum Disorders ◽  
Training Seminar

This study aimed to explore the knowledge, awareness, and attitude of teachers regarding ASD and educating children with ASD. The research was conducted through a quantitative method utilizing a survey design in this study. Seventy-six teachers from seven special and twelve integrated schools from Kathmandu valley were selected through purposive sampling method. A Likert Scale with a 5-point survey instrument (questionnaire) was created and implemented. The data from the questionnaire were analyzed with descriptive statistics. The result of this study demonstrated that teachers of Nepal have the general idea of ASD but they don't possess in-depth knowledge regarding ASD. In this study, most of the teachers thought that students with ASD should be placed in a special education classroom rather than a general and inclusive classroom. Moreover, Nepalese teachers don’t think they are prepared to educate students with ASD in their classes and also claimed teachers need additional training, seminar and workshop concerning ASD. Furthermore, the teachers of Nepal have limited knowledge, awareness, understanding, attitudes, placement services, and teaching readiness towards ASD. However, they have the basic knowledge and understanding of ASD.

scholarly journals Autism Spectrum Disorders in Popular Media: Storied Reflections of Societal Views

2014 ◽  
Vol 23 (2) ◽  
Author(s):  
Kimberly Maich
Keyword(s):  
Autism Spectrum Disorders ◽  
Picture Books ◽  
Social Reality ◽  
Autism Spectrum ◽  
Popular Media ◽  
Inclusive Classroom ◽  
Children's Picture Books ◽  
Spectrum Disorders ◽  
Societal Views

The purpose of this paper is to explore how exceptional characters with Autism Spectrum Disorders (ASD) are typified in a world that is becoming increasingly influenced by popular media. Considerations focus on how these representations may or may not affect realistic social understandings of children and adults with exceptionalities.  In order to make sense of and engage with such ‘storied representations’ a variety of perspectives are introduced depicting varied characterizations of those with ASD from current media sources, popular and independent movies, fictional novels, and children’s picture books.  How different representations both reflect and shape readers’ or viewers’ perceptions of ASD are explored.  Such perceptions impact students prior to entering the inclusive classroom, and are worthy of further investigation.  Additionally, why and how this may or may not relate to social reality and authentic ideas of personhood is questioned.

Implementing Video Modeling to Improve Transitions Within Activities in Inclusive Classrooms

2017 ◽  
Vol 54 (4) ◽  
pp. 235-240 ◽  
Author(s):  
Carrie Hall ◽  
Aleksandra Hollingshead ◽  
Jennifer Christman
Keyword(s):  
Special Education ◽  
Autism Spectrum Disorders ◽  
General Education ◽  
Video Modeling ◽  
Autism Spectrum ◽  
General Education Teachers ◽  
Inclusive Classrooms ◽  
Inclusive Classroom ◽  
One Step ◽  
Spectrum Disorders

With an increase in the prevalence of autism spectrum disorders (ASDs) and the importance of providing inclusive educational settings, it is important for all teachers to utilize strategies that support learners’ needs. Due to the complexity of their needs, some students with ASD struggle with transitions within and across activities in schools. Transitions are defined as a change in activities or settings such as moving from one activity to another or moving from one step of an activity to the next. There are many strategies to support transitions in an inclusive classroom, however many of these strategies are traditionally associated with special education, and general education teachers may not feel prepared to implement them. This article focuses on possible applications of video modeling to support daily transitions in inclusive classrooms.

scholarly journals A Prototype of Augmented Reality Animation (ARA) E-Courseware: An Assistive Technology To Assist Autism Spectrum Disorders (Asd) Students Master In Basic Living Skills

2019 ◽  
Vol 9 (1) ◽  
pp. 3487-3492
Keyword(s):  
Special Education ◽  
Autism Spectrum Disorders ◽  
Augmented Reality ◽  
Research Design ◽  
Survey Design ◽  
Autism Spectrum ◽  
Design Approach ◽  
Number Of Children ◽  
Spectrum Disorders ◽  
Living Skills

The purpose of this study is to identify the e-courseware effectiveness and Special Education (SpeEdu.) Teacher perception in using Basic Living Skills (BLS) E-courseware prototypes, namely BLS (Augmented Reality Animation) & BLS (Static graphic). The study employed survey research design and experimental approaches. The survey design approach was conducted in identifying the usability of the prototype of Basic Living Skills e-courseware among Special education (SpeEdu) Teachers and for the experimental design approach was carried out to identify the ASD’s achievements between Basic Living Skills E-courseware (Augmented Reality Animation) & Basic Living Skills (Static graphic) for Autism Spectrum Disorders (ASD) students master in basic living skills. A total of five (5) practising SpeEdu teachers had participated in this study, and there was 4 total number of children involved in the study. The study used a pre-post experimental research design. The participating in-service teachers and ASD students were selected based on the criteria required. Pre-test and Post-test instruments were employed to gather ASD students’ achievement scores. Analysis descriptive was carried out to understand and compare the differences between control and treatment group. The result indicated that BLS (Augmented Reality Animation) is more effective to be used rather than BSL (Static graphic) and respondents are more dominant and satisfied with the BLS (Augmented Reality Animation) presentation. The implications of this study are significant contributions to the Ministry of Education Malaysia (MOE), teachers, parents and caregivers.

Knowledge and Perceptions About Fragile X Syndrome: Implications for Diagnosis, Intervention, and Research

2013 ◽  
Vol 51 (4) ◽  
pp. 226-236 ◽  
Author(s):  
Brenda Finucane ◽  
Barbara Haas-Givler ◽  
Elliott W. Simon
Keyword(s):  
Fragile X Syndrome ◽  
Therapeutic Response ◽  
Fragile X ◽  
Active Role ◽  
Autism Spectrum ◽  
Important Variable ◽  
Basic Knowledge ◽  
Training And Education ◽  
Survey Results ◽  
Spectrum Disorders

Abstract We surveyed 439 professionals in the field of autism to assess their knowledge and perceptions about fragile X syndrome (FXS) and related issues. Almost half had worked with at least one child diagnosed with FXS, yet most lacked basic knowledge about the condition, underestimated its significance in the etiology of autism spectrum disorders, and rarely accessed fragile X–specific resources. A majority perceived etiology to be an important variable in therapeutic response while three quarters felt that professionals in the field of autism should play an active role in referring children for etiological evaluation. Despite these opinions, most respondents either rarely or never inquired about etiology when working with a new client. The survey results underscore the need for training and education so that autism professionals can become effective partners in diagnostic genetic referral and in research and implementation of syndrome-specific interventions.

scholarly journals Odgajatelj u radu s djetetom s poremećajima autističnog spektra - prikaz slučaja iz perspektive studenta

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Vedrana Trnka ◽  
Sanja Skočić Mihić
Keyword(s):  
Autism Spectrum Disorders ◽  
Best Practice ◽  
Children With Disabilities ◽  
Preschool Education ◽  
Children With Autism ◽  
Educational Interventions ◽  
Autism Spectrum ◽  
Basic Knowledge ◽  
Number Of Children ◽  
Spectrum Disorders

Recently, the number of children with autism spectrum disorders in mainstream settings has increased significantly. Students gain competence to work with children with disabilities throughout a course during the undergraduate education and professional development. This paper provides an overview of the educators working with children with autism spectrum disorders who are included in a separate group of regular kindergarten from the student’s perspective. The work includes basic information about the child, educational interventions and the teacher’s intervention during daily activities. There aren’t many case study and examples best practice of working with children with disabilities in regular institutions of early and preschool education in Croatian literature, especially from the student’s perspective. This work demonstrates the student’s direct activity in the inclusive practice and therefore allows the acquisition of basic knowledge about the characteristics of children with autism spectrum disorders and the educational interventions to encourage their development.

Paediatric nurses’ knowledge and experience of autism spectrum disorders: An Italian survey

2019 ◽  
Vol 24 (3) ◽  
pp. 486-495
Author(s):  
Paola Corsano ◽  
Mariaelena Cinotti ◽  
Laura Guidotti
Keyword(s):  
Autism Spectrum Disorders ◽  
Healthcare Workers ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Basic Knowledge ◽  
Children With Asd ◽  
Behavioural Characteristics ◽  
Mixed Feelings ◽  
Spectrum Disorders ◽  
The Relationship

Hospitalization of children with autism spectrum disorders (ASDs) is a challenge for paediatric nurses. The literature reveals a lack of knowledge among the clinical and behavioural characteristics of autism. The aim of the study is to investigate the knowledge of paediatric nurses about ASDs and their experience with children with ASD. Ninety-three nurses completed Knowledge About Childhood Autism Among Healthcare Workers questionnaire, a sociodemographic questionnaire and an open-ended questionnaire to evaluate the experience of nurses. Findings showed that nurses have a basic knowledge of ASD, except for comorbidity and onset of the ASD, in which they obtained lower scores. Older nurses and those who had more experience in a paediatric ward or with children with ASD showed higher scores. Analysis of the content of open-ended questionnaire showed that nurses have difficulties in managing the relationship with children with ASD, and that they wonder about how to improve it, seeking useful strategies for this purpose. During interactions, nurses experience mixed feelings such as sadness, suffering, uneasiness, inadequacy, displeasure, embarrassment and tenderness. They declare the need for more knowledge about ASD. They would like to improve their own capacity for interactions with these children, also through training.

Problem behavior in autism spectrum disorders: A paradigmatic self-organized perspective of network structures

2019 ◽  
Vol 42 ◽  
Author(s):  
Lucio Tonello ◽  
Luca Giacobbi ◽  
Alberto Pettenon ◽  
Alessandro Scuotto ◽  
Massimo Cocchi ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Problem Behaviors ◽  
Autism Spectrum ◽  
The Self ◽  
Network Structures ◽  
Self Organized ◽  
Critical Equilibrium ◽  
Self Organized Criticality ◽  
Acute Agitation ◽  
Spectrum Disorders

AbstractAutism spectrum disorder (ASD) subjects can present temporary behaviors of acute agitation and aggressiveness, named problem behaviors. They have been shown to be consistent with the self-organized criticality (SOC), a model wherein occasionally occurring “catastrophic events” are necessary in order to maintain a self-organized “critical equilibrium.” The SOC can represent the psychopathology network structures and additionally suggests that they can be considered as self-organized systems.

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