The Implications of a Non-Inclusive Education for Autistic Children and Young People

Autor/in	Mitchell, Fiona
Titel	The Implications of a Non-Inclusive Education for Autistic Children and Young People
Quelle	In: Kairaranga, 24 (2023) 1, S.33-42 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-9232
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Inclusion; Student Rights; Barriers; Foreign Countries; Self Concept; Social Isolation; Social Justice; New Zealand + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Ausland; Selbstkonzept; Soziale Isolation; Soziale Gerechtigkeit; Neuseeland
Abstract	The foundation of inclusive education is that every learner has the potential to contribute positively to society. A sense of belonging to society is vital to this contribution, and to the growth and development of autistic children and young people. New Zealand has made some positive progress towards inclusive education, with some education institutes understanding that all children have the right to be educated and to receive the best possible education they can, regardless of ethnicity, culture or disability. However, research indicates that there are still barriers to inclusive education, and these barriers have drastic lifelong implications for autistic children and young people. This paper outlines inclusive education, identifies barriers from the perspectives of research through literature, educators and families through a small-scale study, and discusses lifelong implications of a non-inclusive education on autistic children and young people. (As Provided).
Anmerkungen	Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.kairaranga.ac.nz/index.php/k/issue/view/35
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01