Inclusion of Learners with Autism Spectrum Disorders in General Education Settings

Le point de vue de mères sur l’expérience d’intégration scolaire de leur enfant présentant un trouble du spectre de l’autisme : rôle des services et de l’environnement scolaire

“…De plus, nos résultats corroborent ceux de Stoner et al (2005) qui indiquent que l'expertise parentale devrait être davantage prise en considération dans le processus menant à l'octroi des services. Cette expertise parentale est nécessaire pour s'assurer que les services répondent réellement aux besoins uniques de l'enfant, surtout dans le contexte où les profils de ces enfants sont très variés (Rogé, 2008 ;Schwartz, Sandall, McBride et Boulware, 2004 ;Simpson, Boer-Ott et Smith-Myles, 2003). En alliant un personnel administratif sensibilisé aux besoins des enfants ayant un trouble du spectre de l'autisme et l'expertise de leur parent, il sera probablement plus facile de cibler les services et les ressources réellement utiles pour l'inté-gration de l'enfant.…”

Assessing teacher attitude toward the inclusion of students with autism.

“…As noted earlier, teacher attitude toward inclusion of students with disabilities has been linked to student success within the regular education setting (Elliot, 2008;Simpson, Boer-Ott, & Smith-Myles, 2003). It is essential to understand teacher attitude toward students with autism in order to provide those students an opportunity to be successful within their least restrictive educational setting.…”

“…The severity level of the student's autism has been found to influence placement decisions (Eaves & Ho, 1997). Once placed, teacher attitude toward inclusion of students with disabilities can influence their success within the regular education setting (Elliot, 2008;Simpson, Boer-Ott, & Smith-Myles, 2003).…”

The Use of Curriculum Modifications and Instructional Accommodations to Provide Access for Middle School Students with Autism to the General Curriculum

“…It can be argued that LRE, one of the six original components in IDEA, has had the most influence on students with disabilities being educated in general education classroom settings with their nondisabled peers (Dybvik, 2004;Itokonen, 2007;Simpson, de-Boer-Ott, & Smith-Myles, 2003). …”

“…As a result of LRE and the increase in inclusive practices, the use of separate educational models has steadily decreased (Hitchcock et al, 2002;Osgood, 2005;Simpson et al, 2003). LRE, according to IDEA (2004), is described as educating children with and without disabilities together, unless the nature of the child's disability is so severe that education with non-disabled peers in general education classrooms would not benefit the child with the disability.…”