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.

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

The usefulness of the ICF framework in goal setting for students with autism spectrum disorder

2019 ◽  
Vol 22 (2) ◽  
pp. 43-53
Author(s):  
Irene Rämä ◽  
Elina Kontu ◽  
Raija Pirttimaa
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Behavior ◽  
Students With Disabilities ◽  
Goal Setting ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
World Health ◽  
International Classification Of Functioning ◽  
Coding System ◽  
Students With Autism

Abstract An Individualized Education Plan (IEP) is a multi-disciplinary, team-developed plan that is required for a child receiving special education services. IEPs are tools for setting objectives that are responsive to students with special needs. The International Classification of Functioning, Disability and Health (ICF) is a hierarchical classification for human functioning and disability developed by the World Health Organization (WHO). The ICF classification can be used as a structural and conceptual instrument in goal setting. In this study the educational IEP objectives of five Finnish students with autism spectrum disorder (ASD) are examined within the ICF framework. The focus is in the goals concerning the development of communication and social behavior because the main criteria for ASD comprise disabilities and challenges in communication and social behavior. The aim of the study was to assess the usefulness of the ICF coding system with regard to educational goals and objectives of students with ASD. The core content of the goals was extracted to linking units, which were coded into categories of the ICF classification. The results revealed that only few of possible ICF categories were used, the goals linked to communication technologies were heavily stressed, and the relation between the goals and general curriculum was vague. As a conclusion it is suggested that teachers and multi-disciplinary teams might benefit from standardizing their mutual conceptual framework with the help of the ICF when setting goals or objectives for students with disabilities.

scholarly journals Analysis of ASD Classrooms: Specialised Open Classrooms in the Community of Madrid

2020 ◽  
Vol 12 (18) ◽  
pp. 7342 ◽  
Author(s):  
Esther Vela Llauradó ◽  
Laura Martín Martínez ◽  
Inés Martín Cruz
Keyword(s):  
Autism Spectrum Disorder ◽  
Physical Environment ◽  
Educational Practice ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Mainstream Classrooms ◽  
Digital Format ◽  
Students With Autism ◽  
Teaching Learning ◽  
The Relationship

Autism spectrum disorder (ASD) classrooms are specialised spaces within mainstream schools that respond to the educational needs of students with autism spectrum disorder. This research aims to analyse ASD classrooms in the Community of Madrid, their features and internal functioning. The research follows a non-experimental, descriptive and comparative methodology, making a comparison between different classrooms and analysing their impact on the teaching-learning process of students with ASD. The variables refer to the physical environment, the characteristics of the children, training of professionals and collaboration with other organisations. The data was gathered using a questionnaire in digital format, collecting responses from 35 schools, using quantitative techniques to relate variables. The results show that most classrooms have a structured organisation that meet the needs of the students, who are generally diagnosed with moderate severity. Furthermore, the relationship between the teachers of ASD classrooms and the mainstream classrooms promotes inclusive educational practice. Finally, it was found that ASD classrooms offer many benefits, due to the personalised attention they provide and the specialised training of teachers.

scholarly journals The impact of serious games on the learning of students with Autism Spectrum Disorder

2020 ◽  
Author(s):  
Joseane Souza ◽  
Fabiana Oliveira ◽  
Laíza Silva ◽  
Armando Toda ◽  
Seiji Isotani
Keyword(s):  
Autism Spectrum Disorder ◽  
Serious Games ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pedagogical Practices ◽  
Literacy Process ◽  
Students With Autism ◽  
Psychology Of Reading ◽  
Teaching Learning ◽  
The Impact

With the increasing number of students with Autism Spectrum Disorder (ASD) being enrolled in the public education system, it is progressively necessary to think about differentiated pedagogical practices to assist in the learning of these scholars. From this angle, the usage of technologies can be an alternative for the teaching-learning process of distinct educational aspects, such as in the literacy process. For this reason, this paper utilized the game Mundo das Letras (World of Letters) to verify which would be the possible contributions to the learning of ASD students; the initial results revealed that serious games based on the cognitive psychology of reading can positively impact their learning.

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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