Inclusive Provision Options for Pupils on the Autistic Spectrum

Autor/inn/en	Frederickson, Norah; Jones, Alice P.; Lang, Jane
Titel	Inclusive Provision Options for Pupils on the Autistic Spectrum
Quelle	In: Journal of Research in Special Educational Needs, 10 (2010) 2, S.63-73 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
Schlagwörter	Autism; Interviews; Parents; Rejection (Psychology); Teaching Methods; Students; Inclusive Schools; Pervasive Developmental Disorders; Mainstreaming; Vignettes; Teacher Characteristics; Peer Acceptance; Peer Mediation + Suchen Sie Ihr Suchwort? Autismus; Interviewing; Interviewtechnik; Eltern; Ablehnung; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Schüler; Schülerin; Studentin; Inclusive school; Integrative Schule; Peer Group; Mediation
Abstract	In the last decade, there has been a dramatic increase in the number of pupils with autism spectrum disorders (ASD) attending mainstream schools. However, particular concerns have been expressed about their inclusion, focused on an increased risk of peer rejection and lack of staff knowledge about appropriate teaching approaches. Parental views of inclusive placements are consistently more positive where there is an ASD resource base in the school. This study was designed to investigate characteristics of the provision available to pupils with ASD in mainstream schools with and without a specialist ASD resource base. Information was gathered from semi-structured interviews with staff in 26 schools about levels of inclusion and support, about the strategies used to support pupils with ASD, both at an individual and whole school level, and about changes considered desirable. Interviewees were also asked to describe how they would respond to scenarios depicting situations that are commonly experienced in working with pupils who have ASD. Findings confirmed that the features of mainstream placements identified as important by parents of children with ASD were more likely to be found in schools with ASD resource bases. However, it was found that comparable provision could be made across settings given appropriate staff training. Scope for further development across settings was also identified, particularly in the use of evidence-based peer-mediated strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10