A case study of brain education program for autistic children

2021 ◽  
Vol 2 (2) ◽  
pp. 45-60
Author(s):  
So-Young Park ◽  
Jae-Han Shin
Keyword(s):  
Education Program ◽  
Autistic Children

Participants’ self-identified learning outcomes in an online preceptor education program for health professionals and students

2014 ◽  
Vol 13 (1a) ◽  
pp. 79-97
Author(s):  
Ann Bossers ◽  
Shanon Phelan ◽  
Elizabeth Anne Kinsella ◽  
Karen Jenkins ◽  
Karen Ferguson ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Education Program ◽  
Field Experience ◽  
Reflective Learning ◽  
Academic Programs ◽  
Online Program ◽  
Case Study Analysis ◽  
New Learning ◽  
E Learning

This case study analysis reports the reflective learning of students and preceptors involved in field experience who accessed an online, free, self-directed educational program (www.preceptor.ca). Six learning outcomes were identified which include: becoming self-aware, fostering communication, valuing relationships, developing new insights, applying new learning to practice, optimizing practice education and experiencing affirmation. Users of the online program tell a story of transformation and that preparation of both student and preceptor for field experience is enhanced. The Preceptor Education program provides an important e-learning option for academic programs and field educators/preceptors in the organisations who collaborate in the preparation of students as future professionals.

A Case Study on Theraplay of Autistic Children

2021 ◽  
Vol 21 (1) ◽  
pp. 121-140
Author(s):  
Seung-hyun Hong ◽  
◽  
Ji-yeon Kim ◽  
Tae-kyou Choi
Keyword(s):  
Autistic Children

scholarly journals Inclusive school practices supporting the primary to secondary transition for autistic children: pupil, teacher, and parental perspectives

2018 ◽  
Vol 4 (4) ◽  
pp. 184-196 ◽  
Author(s):  
Keri Hoy ◽  
Sarah Parsons ◽  
Hanna Kovshoff
Keyword(s):  
Young People ◽  
Secondary School ◽  
School Transition ◽  
Effective Practices ◽  
Small Scale ◽  
Autistic Children ◽  
Content Type ◽  
Secondary School Transition ◽  
Practical Implications

Purpose The primary to secondary school transition can have a significant and long-lasting impact on young people. Autistic children are particularly vulnerable to negative transition experiences; however, there is a lack of research examining effective practices and provision for these pupils. This case study involves a mainstream secondary school in the South of England, which has a dedicated Learning Support base. The purpose of this paper is to collect qualitative data on experiences of the primary to secondary school transition from multiple stakeholders. Design/methodology/approach A photovoice activity followed by a semi-structured interview was conducted with five autistic pupils aged 12–16 years; semi-structured interviews were also carried out with six parents and four teachers. Findings Five key themes emerged from the data in relation to effective practices: inclusion, child-centred approach, familiarisation, visual supports and communication and consistency. Research limitations/implications As a small-scale case study, there are limitations regarding generalisation. However, this research illuminates transition practices that are experienced as effective by autistic children, their families and teachers. Practical implications Practical implications related to each of these themes are highlighted. These implications are important in the context of the mandatory responsibilities of schools in England to include the voices of children and young people with special educational needs in decisions about their education. Originality/value The findings challenge a rights-based approach to inclusion and illustrate the importance of a needs-based approach which appropriately recognises and understands what autism means for children, their families and the teachers who support them.

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