Building Classroom Communities for Children with Autism Spectrum Disorder

Autor/inn/en	Zeedyk, Sasha M.; Cohen, Shana R.; Blacher, Jan; Eisenhower, Abbey
Titel	Building Classroom Communities for Children with Autism Spectrum Disorder
Quelle	(2021), (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Autism; Pervasive Developmental Disorders; Mothers; Mother Attitudes; Classroom Environment; Academic Accommodations (Disabilities); Teacher Student Relationship; Peer Relationship; Interaction; Young Children; Family School Relationship; Teaching Methods; Inclusion; Discipline; Diagnostic Tests; Observation; Intelligence Tests; Cognitive Development; Autism Diagnostic Observation Schedule; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Autismus; Mother; Mutter; Mutterliebe; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Interaktion; Frühe Kindheit; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Disziplin; Diagnostic test; Diagnostischer Test; Beobachtung; Intelligence test; Intelligenztest; Kognitive Entwicklung
Abstract	Limited research has explored mothers' perceptions of teachers' pedagogical practices that may or may not support the learning and development of their child with autism spectrum disorder (ASD). Mothers of children with ASD were asked to describe their perspective regarding three questions: (1) How do teachers structure the classroom environment to accommodate their students with ASD? (2) How do teachers engage and interact with the child in the classroom? (3) How do teachers facilitate classroom peer interactions? Twenty-nine primary parents (97% mothers) of children with ASD, ages 4-7, were interviewed. Findings revealed structural differences in the students' classroom environments. Some classrooms were described as chaotic and unsafe while others were described as welcoming and accommodating for the child. Teacher interactions with the target child were frequently characterized as competent and encouraging, marked by clear discipline practices and expectations. Peer interactions with the target child were varied, with some mothers reporting that the teacher isolated the child from peers and others reporting that the teacher encouraged explicit peer interaction. Study findings have implications for strengthening the home-school connection, including identifying pedagogical practices for building inclusive classroom communities for young children with ASD and how mothers might utilise similar practices at home. [The is the online version of an article published in the "International Journal of Inclusive Education."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01