Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review

Rutherford, Marion; Baxter, Julie; Grayson, Zoe; Johnston, Lorna; O’Hare, Anne

doi:10.1177/1362361319871756

Cited by 40 publications

(33 citation statements)

References 56 publications

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“…For example, the underlying philosophy of some cultural institutions, such as a children’s museum, often supports free play and aims to create spaces for infinite creative opportunities. However, children on the autism spectrum often benefit from structure, visual cues, and scaffolding (Escolano‐Pérez et al., 2019; Rutherford et al., 2020). Finding ways to negotiate these intersections to continue to support families and children on the autism spectrum while also respecting core institutional values is essential.…”

Section: Discussionmentioning

confidence: 99%

Accessibility and Inclusion for Families with Children with Autism Spectrum Disorders in Cultural Institutions

Hladik¹,

Meyer²,

Scott³

et al. 2022

Curator The Museum Journal

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This project aimed to develop a comprehensive set of evaluation tools to assess the accessibility and inclusion of families with children on the autism spectrum in cultural institutions. A stakeholder team conducted interviews, reviewed museum artifacts, and observed museum programming. An evaluation toolkit was constructed by incorporating best practices from current literature and collected data. Tools were piloted and revised after being implemented in the museum context. The Toolkit to Increase Accessibility and Inclusion for Children on the Autism Spectrum and with Sensory Processing Differences in Cultural Institutions was developed with five unique tools, the Dimensions of Accessibility framework, and further resources to provide a self-assessment of cultural institutions. The toolkit can be used broadly across many types of institutions and self-assessment can lead to proactive development of public spaces, institutions, and programming that is accessible and inclusive of diverse groups of people, beyond families with children on the autism spectrum.

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Section: Discussionmentioning

confidence: 99%

Accessibility and Inclusion for Families with Children with Autism Spectrum Disorders in Cultural Institutions

Hladik¹,

Meyer²,

Scott³

et al. 2022

Curator The Museum Journal

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show abstract

“…Developmentally relevant visual supports [55] also come recommended in clinical guidelines [14][15][16]. These are good example of an approach that can be applied flexibly and which can be implemented through a medical, social, or neurodiversity paradigm.…”

Section: Visual Supportsmentioning

confidence: 99%

Perspective Chapter: Rethinking Autism Assessment, Diagnosis, and Intervention within a Neurodevelopmental Pathway Framework

Rutherford¹,

Johnston²

2023

Autism Spectrum Disorders - Recent Advances and New Perspectives

Self Cite

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The neurodiversity paradigm is reshaping how we understand, use language, interpret and undertake research, and support autistic people and those with related neurodevelopmental differences across the lifespan. Multi-disciplinary teams are seeking new ways to operationalise deficit focussed diagnostic criteria, to reflect the preferences of autistic people and the wider neurodiversity movement. In this chapter, we explore what the neurodiversity paradigm could mean in practice and how to reconcile the position that autism is a difference not a deficit and therefore individuals do not need to be “fixed” or “cured,” with the continued importance of timely diagnosis and the very real impact on participation, engagement, and wellbeing of autistic individuals and their families, within the environments of home, education, community, employment, and care. We present work underway to move from “single condition” pathways to neurodevelopmental pathways and new approaches which consider co-occurring conditions in a single process, involve autistic people as partners and value differences.

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“…For families with children with autism, visual media is a valuable tool. It has been suggested by Rutherford et al, (2020) that it stimulates children with autism to carry out independent learning.…”

Section: The Role Of Parents In Worship Educationmentioning

confidence: 99%

Religious Instruction for Students with Autism in an Inclusive Primary School

Hakiman¹,

Sumardjoko

Waston

2021

IJLTER

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This study describes religious instruction for students with autism conveyed by classroom teachers, Islamic Education teachers, shadow teachers, and parents through a mentoring program in school and family environments. This qualitative phenomenological study was carried out in an inclusive primary school in Surakarta, Central Java, Indonesia. Five students with autism and their parents, five classroom teachers, five shadow teachers, and three Islamic Education teachers were involved in this study. Data were collected through in-depth interviews, participant observation, documentation, and focus group discussions (FGDs). They were analyzed using interpretative phenomenological analysis and an interactive approach. This study reveals that optimal outcomes of religious instruction entail collaboration among Islamic Education teachers, classroom teachers, shadow teachers, and parents with the assistance of psychologists, counsellors, therapists, pedagogues, and school policies. Such collaboration is particularly required in the implementation of an adaptive curriculum, lesson plans, learning implementation, evaluation, mentoring and the habituation of worship. The modification of learning methods, media, and evaluation is also required.

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Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review

Cited by 40 publications

References 56 publications

Accessibility and Inclusion for Families with Children with Autism Spectrum Disorders in Cultural Institutions

Accessibility and Inclusion for Families with Children with Autism Spectrum Disorders in Cultural Institutions

Perspective Chapter: Rethinking Autism Assessment, Diagnosis, and Intervention within a Neurodevelopmental Pathway Framework

Religious Instruction for Students with Autism in an Inclusive Primary School

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