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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 œSomeone like-minded in a big place : Autistic young adults’ attitudes towards autistic peer support in mainstream education / Catherine J. CROMPTON in Autism, 27-1 (January 2023)
[article]
Titre : œSomeone like-minded in a big place : Autistic young adults’ attitudes towards autistic peer support in mainstream education Type de document : Texte imprimé et/ou numérique Auteurs : Catherine J. CROMPTON, Auteur ; Sonny HALLETT, Auteur ; Harriet AXBEY, Auteur ; Christine MCAULIFFE, Auteur ; Katie CEBULA, Auteur Article en page(s) : p.76-91 Langues : Anglais (eng) Mots-clés : adolescence autism mainstream education mental health neurodevelopmental conditions neurodiversity peer support school Index. décimale : PER Périodiques Résumé : Autistic young people in mainstream schools often experience low levels of peer social support, have negative perceptions of their differences and feel disconnected from their school community. Previous research findings have suggested that encouraging autistic young people to explore autistic culture and spending time with autistic peers may be associated with more positive outcomes. Autism-specific peer support is a framework that may support this process. Thirteen participants (eight male/five female) completed semi-structured interviews, exploring the idea of autism-specific peer support within mainstream schools and the practicalities of how it may work within a school setting. Thematic analysis was applied, and three themes are reported: (1) neurodiversity and an ethos of inclusivity, (2) flexibility and (3) benefits and challenges of embedding peer support in the wider school community. The idea of autism-specific peer support for autistic pupils in mainstream secondary schools was generally positively received. Peer support may provide a unique opportunity for autistic pupils to interact in a natural, comfortable way; share useful strategies; and build their identities. Nevertheless, careful design, training and ongoing support, alongside awareness of the rights, needs and preferences of individual pupils involved are likely to be crucial in ensuring the success of any peer support programme. Lay abstract Autistic young people may struggle in mainstream schools and feel disconnected from their peers and their school. We know that autistic adults can benefit from spending time with other autistic people, but we don’t know if this is the case for younger autistic people. We conducted interviews with 13 autistic young adults in the United Kingdom who recently left mainstream schooling. We asked them if they would have been interested in being involved in autistic peer support when they were at school, and if so, what that peer support should look like. Results indicated that autistic young people were enthusiastic about the idea of peer support. They thought it was important that peer support was flexible to suit their needs at different times, as well as inclusive, positive, and embracing neurodiversity. They also discussed the potential benefits and difficulties of having a peer support system within a school setting. This adds to the growing body of research on the potential benefits of autistic-autistic interactions on autistic people’s well-being and sense of belonging. Findings can be used to help design pilot peer support projects in schools that can be tested to see how effective they are. En ligne : http://dx.doi.org/10.1177/13623613221081189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Autism > 27-1 (January 2023) . - p.76-91[article] œSomeone like-minded in a big place : Autistic young adults’ attitudes towards autistic peer support in mainstream education [Texte imprimé et/ou numérique] / Catherine J. CROMPTON, Auteur ; Sonny HALLETT, Auteur ; Harriet AXBEY, Auteur ; Christine MCAULIFFE, Auteur ; Katie CEBULA, Auteur . - p.76-91.
Langues : Anglais (eng)
in Autism > 27-1 (January 2023) . - p.76-91
Mots-clés : adolescence autism mainstream education mental health neurodevelopmental conditions neurodiversity peer support school Index. décimale : PER Périodiques Résumé : Autistic young people in mainstream schools often experience low levels of peer social support, have negative perceptions of their differences and feel disconnected from their school community. Previous research findings have suggested that encouraging autistic young people to explore autistic culture and spending time with autistic peers may be associated with more positive outcomes. Autism-specific peer support is a framework that may support this process. Thirteen participants (eight male/five female) completed semi-structured interviews, exploring the idea of autism-specific peer support within mainstream schools and the practicalities of how it may work within a school setting. Thematic analysis was applied, and three themes are reported: (1) neurodiversity and an ethos of inclusivity, (2) flexibility and (3) benefits and challenges of embedding peer support in the wider school community. The idea of autism-specific peer support for autistic pupils in mainstream secondary schools was generally positively received. Peer support may provide a unique opportunity for autistic pupils to interact in a natural, comfortable way; share useful strategies; and build their identities. Nevertheless, careful design, training and ongoing support, alongside awareness of the rights, needs and preferences of individual pupils involved are likely to be crucial in ensuring the success of any peer support programme. Lay abstract Autistic young people may struggle in mainstream schools and feel disconnected from their peers and their school. We know that autistic adults can benefit from spending time with other autistic people, but we don’t know if this is the case for younger autistic people. We conducted interviews with 13 autistic young adults in the United Kingdom who recently left mainstream schooling. We asked them if they would have been interested in being involved in autistic peer support when they were at school, and if so, what that peer support should look like. Results indicated that autistic young people were enthusiastic about the idea of peer support. They thought it was important that peer support was flexible to suit their needs at different times, as well as inclusive, positive, and embracing neurodiversity. They also discussed the potential benefits and difficulties of having a peer support system within a school setting. This adds to the growing body of research on the potential benefits of autistic-autistic interactions on autistic people’s well-being and sense of belonging. Findings can be used to help design pilot peer support projects in schools that can be tested to see how effective they are. En ligne : http://dx.doi.org/10.1177/13623613221081189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 Young Autism Spectrum Disorder Children in Special and Mainstream Education Settings Have Similar Behavioral Characteristics / Michal ILAN in Autism Research, 14-4 (April 2021)
[article]
Titre : Young Autism Spectrum Disorder Children in Special and Mainstream Education Settings Have Similar Behavioral Characteristics Type de document : Texte imprimé et/ou numérique Auteurs : Michal ILAN, Auteur ; Gal MEIRI, Auteur ; Liora MANELIS-BARAM, Auteur ; Michal FAROY, Auteur ; Analya MICHAELOVSKI, Auteur ; Hagit FLUSSER, Auteur ; Hagar BINOUN-CHAKI, Auteur ; Ronit SEGEV-COJOCARU, Auteur ; Orly DOTAN, Auteur ; Hen SCHTAIERMAN, Auteur ; Idan MENASHE, Auteur ; Ilan DINSTEIN, Auteur Article en page(s) : p.699-708 Langues : Anglais (eng) Mots-clés : Asd Autism daycare inclusion mainstream education pre-school special education Index. décimale : PER Périodiques Résumé : In many countries, parents can place autism spectrum disorder (ASD) children in either mainstream or special education settings, which differ in their ability to provide structured early intervention programs. There are no clear guidelines for how to make initial placement decisions and ongoing debate about the benefits and drawbacks of each educational setting. Previous studies have mostly examined placement of school-age children and reported that those with poorer cognitive abilities and more severe ASD symptoms tend to be placed in special education. The placement of younger children has rarely been studied. Here, we utilized the database at the National Autism Research Center of Israel to examine whether ASD severity, cognitive abilities, and parent education influenced the placement of 242 children. We performed the analyses separately for 1-3-year-old children who were placed in daycare centers and 3-5-year-old children who were placed in pre-school kindergartens. Our analyses revealed surprisingly small differences across special and mainstream education settings, particularly in daycare centers. Cognitive scores and parent education were significantly higher in ASD children placed in mainstream education, but these differences were of moderate effect size and explained a relatively small percentage of the variability in placement choices (<15%). Indeed, we found considerable overlap in the characteristics of ASD children across educational settings, which suggests that initial placement decisions are performed with little regard to the children's abilities. Given the importance of optimal early intervention, further studies are warranted to determine whether children with specific abilities and needs benefit more from placement in either educational setting. LAY SUMMARY: Currently, there are no clear recommendations for placing young children with ASD in special versus mainstream education settings. We examined the influence of ASD severity, cognitive abilities, and parent education on the initial placement of 242 children. While we found significantly higher cognitive scores and parental education in children placed in mainstream education, there was a remarkable overlap in the characteristics of children across both settings, suggesting that initial placement is performed with limited regard to the children's abilities. Autism Res 2021, 14: 699-708. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2400 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Autism Research > 14-4 (April 2021) . - p.699-708[article] Young Autism Spectrum Disorder Children in Special and Mainstream Education Settings Have Similar Behavioral Characteristics [Texte imprimé et/ou numérique] / Michal ILAN, Auteur ; Gal MEIRI, Auteur ; Liora MANELIS-BARAM, Auteur ; Michal FAROY, Auteur ; Analya MICHAELOVSKI, Auteur ; Hagit FLUSSER, Auteur ; Hagar BINOUN-CHAKI, Auteur ; Ronit SEGEV-COJOCARU, Auteur ; Orly DOTAN, Auteur ; Hen SCHTAIERMAN, Auteur ; Idan MENASHE, Auteur ; Ilan DINSTEIN, Auteur . - p.699-708.
Langues : Anglais (eng)
in Autism Research > 14-4 (April 2021) . - p.699-708
Mots-clés : Asd Autism daycare inclusion mainstream education pre-school special education Index. décimale : PER Périodiques Résumé : In many countries, parents can place autism spectrum disorder (ASD) children in either mainstream or special education settings, which differ in their ability to provide structured early intervention programs. There are no clear guidelines for how to make initial placement decisions and ongoing debate about the benefits and drawbacks of each educational setting. Previous studies have mostly examined placement of school-age children and reported that those with poorer cognitive abilities and more severe ASD symptoms tend to be placed in special education. The placement of younger children has rarely been studied. Here, we utilized the database at the National Autism Research Center of Israel to examine whether ASD severity, cognitive abilities, and parent education influenced the placement of 242 children. We performed the analyses separately for 1-3-year-old children who were placed in daycare centers and 3-5-year-old children who were placed in pre-school kindergartens. Our analyses revealed surprisingly small differences across special and mainstream education settings, particularly in daycare centers. Cognitive scores and parent education were significantly higher in ASD children placed in mainstream education, but these differences were of moderate effect size and explained a relatively small percentage of the variability in placement choices (<15%). Indeed, we found considerable overlap in the characteristics of ASD children across educational settings, which suggests that initial placement decisions are performed with little regard to the children's abilities. Given the importance of optimal early intervention, further studies are warranted to determine whether children with specific abilities and needs benefit more from placement in either educational setting. LAY SUMMARY: Currently, there are no clear recommendations for placing young children with ASD in special versus mainstream education settings. We examined the influence of ASD severity, cognitive abilities, and parent education on the initial placement of 242 children. While we found significantly higher cognitive scores and parental education in children placed in mainstream education, there was a remarkable overlap in the characteristics of children across both settings, suggesting that initial placement is performed with limited regard to the children's abilities. Autism Res 2021, 14: 699-708. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2400 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings / Giacomo VIVANTI in Autism Research, 15-11 (November 2022)
[article]
Titre : Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings Type de document : Texte imprimé et/ou numérique Auteurs : Giacomo VIVANTI, Auteur ; Catherine BENT, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.2200-2209 Langues : Anglais (eng) Mots-clés : Child Child, Preschool Humans Autism Spectrum Disorder/therapy/psychology Autistic Disorder Child Development Disorders, Pervasive/psychology Early Intervention, Educational Social Behavior autism spectrum disorder early intervention early start Denver model inclusion mainstream education moderators predictors Index. décimale : PER Périodiques Résumé : This study examined the factors associated with social-communicative outcomes for children on the autism spectrum receiving early intervention in inclusive versus specialised early childhood education programmes. Fifty-eight preschool-aged children randomly assigned to receive the Group-Early Start Denver Model (G-ESDM) in either inclusive or specialised (i.e., autism-specific) classrooms across one calendar year showed similar outcomes at group mean-level across measures of communication and social behaviour. We examined factors moderating outcomes across settings. Novel moderation analyses revealed that higher baseline social interest and nonverbal cognitive skills were associated with increased social communication gains for children in the inclusive classrooms, but not for those in specialised settings. Children who spend more time paying attention to people and have higher cognitive skills might benefit from receiving early intervention in inclusive settings, whilst these factors might be less relevant for children educated in specialised settings. En ligne : http://dx.doi.org/10.1002/aur.2815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488
in Autism Research > 15-11 (November 2022) . - p.2200-2209[article] Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings [Texte imprimé et/ou numérique] / Giacomo VIVANTI, Auteur ; Catherine BENT, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.2200-2209.
Langues : Anglais (eng)
in Autism Research > 15-11 (November 2022) . - p.2200-2209
Mots-clés : Child Child, Preschool Humans Autism Spectrum Disorder/therapy/psychology Autistic Disorder Child Development Disorders, Pervasive/psychology Early Intervention, Educational Social Behavior autism spectrum disorder early intervention early start Denver model inclusion mainstream education moderators predictors Index. décimale : PER Périodiques Résumé : This study examined the factors associated with social-communicative outcomes for children on the autism spectrum receiving early intervention in inclusive versus specialised early childhood education programmes. Fifty-eight preschool-aged children randomly assigned to receive the Group-Early Start Denver Model (G-ESDM) in either inclusive or specialised (i.e., autism-specific) classrooms across one calendar year showed similar outcomes at group mean-level across measures of communication and social behaviour. We examined factors moderating outcomes across settings. Novel moderation analyses revealed that higher baseline social interest and nonverbal cognitive skills were associated with increased social communication gains for children in the inclusive classrooms, but not for those in specialised settings. Children who spend more time paying attention to people and have higher cognitive skills might benefit from receiving early intervention in inclusive settings, whilst these factors might be less relevant for children educated in specialised settings. En ligne : http://dx.doi.org/10.1002/aur.2815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488