Implications for practice from ‘International review of the evidence on best practice in educational provision for children on the autism spectrum’

Nigerian Teachers’ Understanding of Autism Spectrum Disorder: A Comparative Study of Teachers from Urban and Rural areas of Lagos State

“…Moreover, accurate knowledge about ASD and the use of ASD-appropriate strategies have been shown to improve teacher selfefficacy and confidence and to reduce likelihood of stress and burnout (Jennett et al, 2003;Ruble et al, 2011). The current study therefore concurs with previous research (Leblanc et al, 2009;Guldberg et al, 2011;Franz et al, 2017) that training with regard both to ASD awareness and appropriate intervention strategies -and evaluation of the impact of such training on professionals' knowledge, skills and attitudes -is required if children with ASD are to have their needs successfully addressed.…”

Square pegs in round holes: The mainstream schooling experiences of students with an Autism Spectrum Disorder and their parents

“…This includes access to ASD-specific schools, specialist classes within mainstream schools and fulltime mainstream school placement. This position is supported by the Australian Advisory Board on Autism Spectrum Disorders (2010) and by a number of other Australian and international researchers in the field Eaves & Ho, 1997;Guldberg et al, 2011;McDonald, 2010;Reid, 2011;Stewart, 2012;Williams White et al, 2007). Ideally, educational placements across this continuum should be fluid and be continuously reviewed, as child characteristics, such as their abilities and skills, and program characteristics, such as the knowledge of staff and availability of supports, are both likely to change over time (Jordan, 2007;Williams White et al, 2007).…”

“…In Queensland, there is currently a social movement of parents of children with ASD petitioning for fulltime ASD-specific schools on social mediums such as Facebook™ and Change.org. Many ASD professionals and research academics also argue for the need to maintain a range of provision to ensure all students with ASD have access to an educational environment that meets their unique needs Eaves & Ho, 1997;Guldberg et al, 2011;McDonald, 2010;Mesibov & Shea, 1996;Parsons et al, 2011;Reid, 2011;Stewart, 2012;Williams White, Scahill, Klin, Koenig, & Volkmar, 2007), and in cases where this does not currently exist, to create local access to this range of provision Reid, 2011;Stewart, 2012). Furthermore, Williams White et al (2007, p. 141) assert that educational placements should be fluid and therefore "consideration should be given to both child characteristics (e.g., abilities and skills) and program characteristics (availability of supports and special services) over time as the child develops".…”

“…Involvement in social skills programs may improve students' social understanding and ability to initiate social interaction with their peers and thus may enhance their sense of belonging. Many previous studies in the ASD field have acknowledged that social skills programs should be taught in mainstream schools to students with ASD and their typically developing peers (Carrington & Graham, 1999;Connor, 2000;Frederickson et al, 2010;Guldberg, 2010;Guldberg et al, 2011).…”

“…Multi-disciplinary and multi-agency collaboration to ensure services for children with ASD are coordinated and address their academic, social, behavioural and physical needs Guldberg et al, 2011;Jones et al, 2008;Lynch & Irvine, 2009;Parsons et al, 2011;Simpson et al, 2003).…”