The Closeness of Fit: Towards an Ecomap for the Inclusion of Pupils with ASD in Mainstream Schools

Autor/in	Emam, Mahmoud Mohamed
Titel	The Closeness of Fit: Towards an Ecomap for the Inclusion of Pupils with ASD in Mainstream Schools
Quelle	In: International Education Studies, 7 (2014) 3, S.112-125 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Autism; Pervasive Developmental Disorders; Inclusion; Mainstreaming; Elementary Schools; Secondary Schools; Foreign Countries; Case Studies; Interviews; Teacher Attitudes; Teacher Aides; School Personnel; Observation; Social Development; Emotional Development; Interaction; Educational Environment; Developmental Stages; Interpersonal Communication; Peer Relationship; Teacher Student Relationship; Theory of Mind; United Kingdom (England) + Suchen Sie Ihr Suchwort? Autismus; Inklusion; Elementary school; Grundschule; Volksschule; Sekundarschule; Ausland; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Lehrerverhalten; Handreichung; Lehrerhilfe; Schulpersonal; Beobachtung; Soziale Entwicklung; Gefühlsbildung; Interaktion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonale Kommunikation; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The number of pupils with autism spectrum disorder (ASD) who join mainstream schools in the UK has been increasing over the last decade. Given the difficulties in social and emotional understanding which these children have, their inclusion in schools is likely to be challenging. Their ASD-related manifestations, moreover, tend to allow for tensions to arise between them and the different systems of the school ecology. We examine the inclusion of these pupils from a developmental-systems perspective as articulated by the bio-ecological and the transactional models. Using data from a qualitative research project which explored the effect of autism-related difficulties in social and emotional understanding on the inclusion of 17 pupils with ASD the study describes the working dynamic of the arising tensions at the micro-system level. The study outlines an ecopmap of the nested structures at the micro-, meso-, exo-, macro- and chrono-systems which may facilitate or impede the children's inclusion. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01