Collaborative Mode of Professional Development for Teachers of Students with Autism Spectrum Disorder

Ho, Fuk-chuen

doi:10.1007/978-981-16-6417-5_15

Cited by 3 publications

(1 citation statement)

References 23 publications

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“…This phenomenon may induce the feelings of loneliness and isolation among students with disability and may lead to increased stress and anxiety. Also, research performed by Coelho (2019) has indicated that the idea of inclusion may not always be suited for specific conditions, especially for those diagnosed with autism spectrum disorder (ASD). The complex social and sensory requirements may pose difficulties within inclusive environments, potentially hindering social growth and overall welfare.…”

Section: Social Integration and Peer Relationshipsmentioning

confidence: 99%

The The Advantages and Challenges of Inclusive Education: Striving for Equity in the Classroom

Jardinez,

Natividad

2024

education

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Inclusive education is the process of integrating individuals with disabilities into a regular classroom, and it helps reflect the world’s commitment to equal educational opportunities as outlined in UNCRPD. It emphasizes the importance of embracing diversity and promoting acceptance among students who are impaired. This paper examines why it is important to include learners with impairments into mainstream classes and the favorable attitudes towards inclusive education among teachers, administrators and students. Many barriers hinder its implementation such as lack of professional development for teachers, insufficient facilities for learning, difficulty in creating relationships between classmates, inadequate parent participation, and absence of legislations and policies that are aligned towards its practice. The role of several educational theories like social constructivism, humanistic approach and universal design for learning (UDL) have been discussed to show their relevance in addressing challenges found in inclusive learning. Social Constructivism shows how collaborative work can be used inside the classrooms so that peer rejection will be lessened. The approach that is humanistic stresses about the comprehensive growth all individuals while addressing the needs of learners with disabilities. UDL focuses on promoting an accessible learning environment and eliminating physical barriers to foster successful growth for all students. Moreover, this article underlines relevance of awareness on how children with impairments can be incorporated into conventional classrooms and benefits which inclusive education has for both disabled and non disabled students. In conclusion, this paper emphasized the transformative nature of inclusive education in fostering a learning atmosphere that promotes diversity, empathy, and acceptance, contributing to students’ overall development.

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Section: Social Integration and Peer Relationshipsmentioning

confidence: 99%

The The Advantages and Challenges of Inclusive Education: Striving for Equity in the Classroom

Jardinez,

Natividad

2024

education

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Effectiveness of Community School Networking for Children With Autism: Perspectives of Teachers and School Administrators

Khan,

Habib

2023

Pak. J. Rehabil

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Objective: In order to provide equal educational opportunities, community school networking is an emerging trend to facilitate inclusion of children with mild-moderate Autism. This quantitative research aims to investigate the effectiveness of community networking for children with Autism from Pakistani lower socio-economic stratum of society. Study Design: Qualitative Research Design Study Settings and Participants: Six mild-moderate autistic children were enrolled in three mainstreams schools and a liaison between these schools, and a rehabilitation center located in the same area was created to facilitate inclusion. The researchers interviewed six teachers from mainstream schools, three school administrators and one administrator of rehabilitation regarding the effectiveness of community school networking for children with Autism after eight months of this collaboration. Data Collection Tool: Data were obtained through semi-structured interviews Results: All participating administrators and teachers underscored the changes in social and behavioral patterns of autistic children which included an imitation of positive behaviors from peers, acceptance, and awareness as strengths of community school networking model. However, major challenges faced were unacceptability from parents of normal children, learning differences, curriculum modifications, time constraints and dependency on the resource teacher. The administrators and teachers recommended that creating awareness programs for parents of normal children, curriculum modifications and in-house psychologists can further facilitate inclusion of children with disabilities. Conclusion: It was concluded that community school networking model can assist inclusive education and encourage engagement for all children, including those who are autistic.

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Coordinator of Inclusive Education as a Challenge for Ukrainian Education System

Martynchuk,

Skrypnyk,

Sofiy

et al. 2023

sjkhna

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Education of children with special educational needs (SEN) in Ukraine continues to find the ways of its realization under the conditions of the deficit of different supportive factors, among them – provision of the specialists. There is no position in Ukrainian schools, which would deal with the issues of inclusive education on the competent basis. At the same time there are several similar positions in the US schools (special education teacher, case-manager) as well as there is a position, which is directly related to coordination activities – Special Educational Needs Coordinator (SENCO). We believe that existence of the position of coordinator in the support team is one of the main conditions of coordinated work of the support team, which would provide continuity in the process of education, upbringing and socialization of the person with special educational needs. The article provides generalization of the main directions of activities of such a coordinator according to the professional profile and offers the assumption regarding the possible coordination role, which could be conducted by one of the members of the support team in Ukrainian schools. The article provides analysis of the existing legal and scientific-methodological materials, focused on the issue of the support team as well as the issue of coordinator of such a support. The lack of Ukrainian educators` awareness on the content of the team interactions and the role of the coordinator is defined, which became a condition to formulate a need to withdraw from the formalism and to look for the real coordinator, who would deal not only with the issues of learning of persons with special educational needs, but will be capable of introducing the culture of inclusive educational environment development, which would be barriers-free, supportive and developmental for all participants of educational process. In this process professional profile of Special Educational Needs Coordinator became the main guide regarding the defining process of the content of activities of this coordinator. According to this profile the specialist has to influence the school policy towards inclusive education, to assess the needs of children with SEN, to monitor their development, to train teachers and to coordinate their activities, and to support families of children with SEN. We analyzed how some of these coordinator`s functions can be realized in Ukraine, and we emphasized that these functions can be brought to life by other team members in the process of providing support to children with SEN. However, we hope that the special teacher – the new profession, which was introduced into Ukrainian classificatory of professions recently, would be the best option for this role.

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Collaborative Mode of Professional Development for Teachers of Students with Autism Spectrum Disorder

Cited by 3 publications

References 23 publications

The The Advantages and Challenges of Inclusive Education: Striving for Equity in the Classroom

The The Advantages and Challenges of Inclusive Education: Striving for Equity in the Classroom

Effectiveness of Community School Networking for Children With Autism: Perspectives of Teachers and School Administrators

Coordinator of Inclusive Education as a Challenge for Ukrainian Education System

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