Instructional Management Tips for Teachers of Students with Autism Spectrum Disorder (ASD)

Marks, Susan Unok; Shaw-Hegwer, Jennifer; Schrader, Carl L.; Longaker, Tricia; Peters, Iris; Powers, Fran; Levine, Mark

doi:10.1177/004005990303500408

Cited by 38 publications

(40 citation statements)

References 2 publications

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“…Relatou-se que professores de crianças com transtornos globais do desenvolvimento podem apresentar ansiedade, depressão (GADOW et al, 2004) e estresse (PROBST; LEPPERT, 2008), muitas vezes relacionados às características típicas desses quadros, como comportamentos estereotipados (CONROY, et al, 2005), autoagressividade (FARMER; AMAN, 2010) e maior envolvimento em atividades solitárias e exploratórias (WILLIAMS, 2003). Além disso, professores frequentemente referiram que se sentem mal preparados para atender às necessidades comportamentais e de aprendizagem de alunos com transtornos globais do desenvolvimento (MARKS, et al, 2003); queixam-se também da falta de apoio e de aconselhamento para a prática (HELPS, et al, 1999).…”

Section: Discussionunclassified

Transtornos do espectro do autismo e educação inclusiva: análise de atitudes sociais de professores e alunos frente à inclusão

Brito

2017

Rev. Educ. Espec.

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O objetivo deste estudo foi descrever as atitudes sociais de professores e alunos que compõem o ambiente escolar de crianças com transtornos do espectro do autismo, acerca da inclusão. Participaram 73 educadores e 116 alunos, de quatro escolas públicas, sendo duas escolas sem experiência de educação inclusiva e duas escolas com crianças com transtornos do espectro do autismo, de 5º. ano, gênero masculino, 10 anos de idade. Foram utilizadas com as duas crianças com transtornos do espectro do autismo provas de avaliação de linguagem e de comportamentos. Para verificar as atitudes sociais dos professores empregou-se a Escala Likert de Atitudes Sociais em relação à Inclusão e dos alunos a Escala Infantil de Atitudes Sociais. Os resultados mostraram que não houve diferenças nas atitudes sociais dos professores e que as atitudes sociais expressas pelos colegas da criança com transtornos do espectro do autismo de quadro clínico menos severo foram mais positivas do que as dos outros três grupos.

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Section: Discussionunclassified

Transtornos do espectro do autismo e educação inclusiva: análise de atitudes sociais de professores e alunos frente à inclusão

Brito

2017

Rev. Educ. Espec.

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“…Students with autism have little experience in developing relationships with their peers. For successful inclusion, school administrators and classroom teachers must understand autism and be prepared to respond to the characteristic behavioral manifestations of this disorder, or these behaviors will be more likely to exacerbate estrangement from others (Marks et al 2003).…”

Section: Discussionmentioning

confidence: 99%

“…If regular education students are not prepared to understand, accept, and demonstrate caring for their special education peers with this disability, any attempts for inclusion are likely to fail. Students with autism are increasingly included in general education with classroom teachers who often feel ill equipped to meet their social, learning, and behavioral needs (Marks et al 2003). Stainback and Stainback (1982) addressed the need to train regular classroom teachers to meet the needs of severely and profoundly disabled students.…”

Section: Inclusion Of Children With Autismmentioning

confidence: 99%

Principals’ Attitudes Regarding Inclusion of Children with Autism in Pennsylvania Public Schools

Horrocks¹,

White

Roberts³

2008

J Autism Dev Disord

122

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This study sought to identify the attitudes that principals held regarding the inclusion of students with disabilities, and the relationship between their attitudes and their placement recommendations for children with autism and to identify the relationship between specific demographic factors and attitudes toward inclusion and placement. A stratified random sample was drawn from the active list of 3,070 principals in the Pennsylvania public schools. From 1,500 surveys, 571 principal responses were received. The most significant factor in predicting both a positive attitude toward inclusion of children with disabilities and higher recommendations of placements for children with autism was the principal's belief that children with autism could be included in a regular education classroom.

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“…Literature reveals that children with ASD in inclusive pedagogical settings have fewer friendships than their peers without developmental delays (Maich and Belcher 2012;Marks et al 2003;Smith and Brown 2000). For instance, in a study of children with and without ASD, children with ASD were nominated fewer times as a friend by peers, had fewer reciprocal friendships and reported poorer friendship quality (Kasari et al 2011).…”

Section: Introductionmentioning

confidence: 99%

Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots

Majoko

2015

J Autism Dev Disord

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The current significantly high prevalence rates of autism spectrum disorder (ASD) coupled with the paradigm shift from exclusive to inclusive education warrants research on inclusion of children with ASD in mainstream classrooms in Zimbabwe. A qualitative methodology was used to interview 21 regular primary school teachers regarding social barriers and enablers of inclusion of 6-12 year old children with ASD in mainstream classrooms in Harare educational province of Zimbabwe. Data analysis comprised pattern coding and cross-case analysis. Social rejection, communication impairments and behavioural challenges of children with ASD interfered with inclusion in mainstream classrooms. Regular teachers' training, stakeholder collaboration and institutionalization of social support services and programmes would facilitate the inclusion of children with ASD in mainstream classrooms.

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Instructional Management Tips for Teachers of Students with Autism Spectrum Disorder (ASD)

Cited by 38 publications

References 2 publications

Transtornos do espectro do autismo e educação inclusiva: análise de atitudes sociais de professores e alunos frente à inclusão

Transtornos do espectro do autismo e educação inclusiva: análise de atitudes sociais de professores e alunos frente à inclusão

Principals’ Attitudes Regarding Inclusion of Children with Autism in Pennsylvania Public Schools

Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots

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