[article] 
inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1253-1263

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

[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