Individualized Education: A Public School Model

Lansing, Margaret; Schopler, Eric

doi:10.1007/978-1-4684-0787-7_29

Cited by 12 publications

(3 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Schopler and his colleagues (Lansing & Schopler, 1978 ;Schopler & Reichler, 1971) established the TEACCH programme in which there was a behaviourally oriented curriculum, using parents as co-therapists, and with the details worked out on an individual basis, taking into account the child's developmental level and the parent's priorities and resources. Somewhat similarly, Hemsley, Howlin and their colleagues (Hemsley et al, 1978 ;Howlin et al, 1973 ;Howlin & Rutter, 1987 ;Rutter, 1985 ;Rutter & Sussenwein, 1971) developed a home-based treatment programme.…”

Section: Interventionsmentioning

confidence: 99%

The Emanuel Miller Memorial Lecture 1998: Autism: Two‐way Interplay between Research and Clinical Work

Rutter

1999

Child Psychology Psychiatry

View full text Add to dashboard Cite

The two-way interplay between research and clinical practice in relation to autism is reviewed with respect to: (1) diagnosis and syndrome delineation; (2) the nature of the disorder: (3) intervention studies; and (4) aetiology, as manifest during four time periods; (a) the 1950s and 1960s; (b) the 1970s into the mid 1980s; (c) the late 1980s and early 1990s; and (d) the late 1990s. It is concluded that clinical practice has changed out of all recognition during the last 50 years and that research findings have been crucial in bringing about that change. It has not, however, been a one-way traffic. Many key advances were prompted by astute clinical observations and some extravagant research claims were given a more balanced perspective through the light of clinical experience. Crucial research and clinical tasks remain but the means to meet them are there if the opportunities are taken and attention is paid to the lessons of the past.

show abstract

Section: Interventionsmentioning

confidence: 99%

The Emanuel Miller Memorial Lecture 1998: Autism: Two‐way Interplay between Research and Clinical Work

Rutter

1999

Child Psychology Psychiatry

View full text Add to dashboard Cite

show abstract

“…It seems paradoxical that Oppenheim worked at the Rimland School for Autistic Children and that her book has a Foreword by Bernard Rimland, one of today's most fierce critics of facilitating techniques (Rimland, 1993). When cited, which occurs rarely, except by recent proponents of facilitating techniques, it is the method of hand-guiding autistic children through movements when teaching, not her disclosure of advanced academic skills, that is mentioned (Lansing & Schopler, 1978). Schalow and Schalow (1985), describing their search for help for their autistic son in the 1960% 1970s and 1980s, do not mention Oppenheim.…”

Section: Oppenheimmentioning

confidence: 99%

Historical issues in intervention research: Hidden knowledge and facilitating techniques in Denmark

Tetzchner

1997

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

S Facilitating techniques have recently both gained wider popularity and stirred considerable controversy. They are usually assumed to originate in Australia but the present paper documents that similar techniques created a major public event in Denmark and appeared occasionally in the USA in the 1960s and 1970s. However, in spite of the dramatic claims made by proponents of the techniques, their use did not spread widely and the international network has remained tenuous. It is argued that the ‘discovery’ of facilitating techniques as a means to disclose unexpected literacy depends on the use of hand guidance and a context of professional beliefs where responses of unclear origin may be attributed to the person whose hand is being guided. Les techniques de facilitation ont gagné récemment en popularité, cependant qu'elles soulevaient des controverses considérables. L'on pense d'habitude que leurs origines se situent en Australie, mais il est montré ici que des techniques analogues avaient eu un retentissement considérable au Danemark et qu'elles ont été utilisées à l'occasion aux Etats‐Unis lors des années soixante et soixante‐dix. Malgré tout, en dépit des déclarations spectaculaires des tenants de ces techniques, leur usage ne s'est pas beaucoup répandu et leur réseau international est resté limité. L'on avance ici l'idée que la ‘découverte’ des techniques de facilitation comme moyen de révéler une capacité inattendue de lire et d'écrire dépend de la façon dont la main est guidée et d'un contexte de croyances chez les professionnels selon lesquelles des réactions d'origine mal établie peuvent ětre attribuées à la personne dont la main est guidée. Die Anwedung von ‘vermittelnden Methoden’ (facilitating techniques) hat in letzter Zeit zugenommen aber gleichzeitig eine beträchtliche Kontroverse erweckt. Es wird ublicherweise angenommen, daß sie Australien stammen, aber in diesem Artikel wird dokumentiert, daß ähnliche Methoden öffentliches Aufsehen in Dänemark verursachten und gelegenlich in den 60er und 70er Jahren in den USA in Erscheinung traten. Aber trotz der dramatischen Anspruche, die Verfechter dieser Methoden stellen, hat sich ihre Anwendung nicht sehr stark ausgeweitet und das internationale Netz ist schwach ausgeprägt. Es wird hier argumentiert, daß die ‘Entdeckung’ von vermittelnden Techniken als Methode der Erschließung unerwarteter Lesefähigkeiten von der Verwendung von Handführung und vom Kontext professioneller Überzeugung abhängt, wo Antworten unbestimmter Herkunft der Person zugeschrieben werden können, deren Hand geführt wird.

show abstract

“…A literatura também ressalta que intervenções educacionais são aquelas com mais evidências científicas positivas, tanto para a redução de comportamentos inapropriados, como para o aumento da comunicação, aprendizagem e comportamento social apropriado para crianças com autismo e, portanto, devem ser priorizadas (COLL; MARCHESI;PALACIOS, 2004;WONG et al, 2014). É importante destacar que as intervenções educacionais devem ser planejadas de forma individualizada para promoverem a aprendizagem das crianças com autismo (FOXX, 2008;LANSING;SCHOPLER, 1978;SILVA;MULICK, 2009). O planejamento de ensino individualizado é recomendado pelos Parâmetros Curriculares Nacionais (BRASIL, 1998), sob a denominação Plano de Ensino Individualizado (PEI), e descrito como uma das adaptações curriculares necessárias para garantir o acesso do estudante com NEE ao currículo regular, orientando as ações pedagógicas do professor e as atividades dos estudantes (SMITH, 2008).…”

Section: Introductionunclassified

A Inclusão de Estudantes com Autismo na Rede Municipal de Ensino de Maceió

2017

View full text Add to dashboard Cite

The educational inclusion movement is resulting in an increased number of enrollments of special needs students in regular schools. Among these students are those with autism who exhibit communication and social interaction deficits, as well as restricted and repetitive patterns of behavior, interests and activities. There are evidences in the literature that educational interventions are the most effective to minimize the deficits of children with autism. Thus, it is necessary to evaluate the qualitative aspects of regular education access by these students. The purpose of this study was to investigate the inclusion of students with autism in public regular schools in Maceió, through their teachers' perspective. Twenty-six teachers and two teaching assistants of 22 schools participated, characterizing 30 students with autism. A semi-structured questionnaire and the Childhood Autism Rating Scale (CARS) were used. The results point to a deficit in the teachers' specific training for teaching students with autism and to the consequences of this deficit as an absence of individualized plans, materials, and assessments. Therefore, the inclusion of students with autism in public regular schools in Maceió has not been successful in accomplishing one of its main assumptions which is to promote these students learning through the necessary individualized attention.

show abstract

Individualized Education: A Public School Model

Cited by 12 publications

References 15 publications

The Emanuel Miller Memorial Lecture 1998: Autism: Two‐way Interplay between Research and Clinical Work

The Emanuel Miller Memorial Lecture 1998: Autism: Two‐way Interplay between Research and Clinical Work

Historical issues in intervention research: Hidden knowledge and facilitating techniques in Denmark

A Inclusão de Estudantes com Autismo na Rede Municipal de Ensino de Maceió

Contact Info

Product

Resources

About