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School factors associated with mainstream progress in secondary education for included pupils with Autism Spectrum Disorders / Lisa A. OSBORNE in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
[article]
Titre : School factors associated with mainstream progress in secondary education for included pupils with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. OSBORNE, Auteur ; Phil REED, Auteur Année de publication : 2011 Article en page(s) : p.1253-1263 Langues : Anglais (eng) Mots-clés : School inclusion Mainstream education School characteristics Behavior problems Teacher training School belonging Index. décimale : PER Périodiques Résumé : This research examined the factors promoting inclusion of young people with Autism Spectrum Disorders (ASD) in mainstream secondary schools, and noted high levels of behavioral difficulties in these pupils. The size of the secondary school, and the class size, impacted positively on the pupils with Autism, and the number of other pupils with Special Educational Needs (SEN) statements and the number of support staff per pupil were both positive factors in school progress for children with Autism, but not Asperger's Syndrome. Support teachers and assistants helped to reduce emotional and behavioral difficulties, but also reduced improvements in pro-social behavior. Good staff-training promoted the pupils’ social behaviors and their sense of school belonging. In summary, social–emotional behaviors are better facilitated in mainstream secondary schools with larger numbers of other children with SEN statements, individual support, which helps emotional and behavioral difficulties, but does not facilitate social behaviors, good teacher-training, which facilitates social behaviors, and a sense of school belonging. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1253-1263[article] School factors associated with mainstream progress in secondary education for included pupils with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Lisa A. OSBORNE, Auteur ; Phil REED, Auteur . - 2011 . - p.1253-1263.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1253-1263
Mots-clés : School inclusion Mainstream education School characteristics Behavior problems Teacher training School belonging Index. décimale : PER Périodiques Résumé : This research examined the factors promoting inclusion of young people with Autism Spectrum Disorders (ASD) in mainstream secondary schools, and noted high levels of behavioral difficulties in these pupils. The size of the secondary school, and the class size, impacted positively on the pupils with Autism, and the number of other pupils with Special Educational Needs (SEN) statements and the number of support staff per pupil were both positive factors in school progress for children with Autism, but not Asperger's Syndrome. Support teachers and assistants helped to reduce emotional and behavioral difficulties, but also reduced improvements in pro-social behavior. Good staff-training promoted the pupils’ social behaviors and their sense of school belonging. In summary, social–emotional behaviors are better facilitated in mainstream secondary schools with larger numbers of other children with SEN statements, individual support, which helps emotional and behavioral difficulties, but does not facilitate social behaviors, good teacher-training, which facilitates social behaviors, and a sense of school belonging. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119