It Takes a Team: Working Together to Meet the Needs of Young Children With Autism Spectrum Disorder in an Inclusive Setting

Bateman, Katherine J.; Schwartz, Ilene Sharon; Gauvreau, Ariane N.

doi:10.1177/27324745221097354

Cited by 3 publications

(1 citation statement)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The findings highlight the need to challenge and shift this narrative within schools, encouraging a paradigm that values neurodiversity and focuses on providing the appropriate support and models for autistic individuals to succeed in inclusive settings, rather than imposing readiness criteria that may hinder their inclusion ( 65 ). Approaches such as Universal Design for Learning ( 66 , 67 ) and collaborative teaming ( 68 , 69 ) have been used to create inclusive settings that can accommodate and serve all children. Additionally, behavioral interventions [e.g., RUBIES ( 70 )] can help educators manage behaviors that they report prevent some autistic students from fully engaging in an inclusive classroom.…”

Section: Discussionmentioning

confidence: 99%

“On an island by myself”: implications for the inclusion of autistic students in self-contained classrooms in public elementary schools

Ahlers,

Hugh,

Tagavi

et al. 2023

Front. Psychiatry

View full text Add to dashboard Cite

IntroductionAutistic students have limited access to inclusive classes and activities in their schools. Principals and special education teachers who directly teach and administer programs for autistic elementary students can offer critical insight into factors, such as educators’ attitudes, that may impact inclusive opportunities in schools. These attitudes may serve as barriers to or facilitators of promoting an inclusive school setting.MethodsSemi-structured interviews with 26 elementary school principals and 26 special education teachers explored their experiences implementing evidence-based practices for autistic students (pivotal response training, discrete trial training, and visual schedules) in 26 self-contained classrooms in the United States. Autism-specific culture and inclusion emerged as a theme, which was analyzed for this paper.ResultsAn inductive approach to thematic analysis revealed principals’ and special education teachers’ perspectives regarding the “autism-specific culture” in the school, including attitudes towards and inclusion of autistic students in self-contained classrooms in the broader school environment. Analysis of text related to “autism-specific culture” detailed aspects of inclusion, factors (i.e., barriers and facilitators) affecting inclusion, principals’ and special education teachers’ attitudes towards autistic students placed in self-contained classrooms, attitudes of other school staff towards teachers in self-contained classrooms, and recommendations to support an inclusive school environment for autistic students.DiscussionResults suggest that valuing “equal” access to classes and activities for autistic students in self-contained classrooms may not be sufficient for promoting an inclusive school environment, Educators may benefit from targeted strategies to facilitate inclusion. Strategies range from supporting educators’ attitudes and knowledge of autism to shifting physical aspects of the school environment (e.g., location of classrooms). Additional implications for supporting the true inclusion (i.e., inclusion that goes beyond physical inclusion) involves of autistic students in self-contained classrooms schools are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

“On an island by myself”: implications for the inclusion of autistic students in self-contained classrooms in public elementary schools

Ahlers,

Hugh,

Tagavi

et al. 2023

Front. Psychiatry

View full text Add to dashboard Cite

show abstract

Examining Professional Development for Special Education Teachers, General Education Teachers, and Paraeducators Who Support Autistic Elementary Students

Tagavi,

Harbin,

Hugh

et al. 2024

Evidence-Based Practice in Child and Adolescent Mental Health

View full text Add to dashboard Cite

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

Khan,

Habib

2023

Pak. J. Rehabil

View full text Add to dashboard Cite

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.

show abstract

It Takes a Team: Working Together to Meet the Needs of Young Children With Autism Spectrum Disorder in an Inclusive Setting

Cited by 3 publications

References 31 publications

“On an island by myself”: implications for the inclusion of autistic students in self-contained classrooms in public elementary schools

“On an island by myself”: implications for the inclusion of autistic students in self-contained classrooms in public elementary schools

Examining Professional Development for Special Education Teachers, General Education Teachers, and Paraeducators Who Support Autistic Elementary Students

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

Contact Info

Product

Resources

About