[article]
| Titre : |
Developing REAL inclusive teaching and learning at university for autistic students through dialogue: a participatory action research project |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Jonathan VINCENT, Auteur |
| Année de publication : |
2015 |
| Article en page(s) : |
p.41-47 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Jonathan s a lecturer in Education Studies and facilitates transition and social support for students on the autism spectrum, and provides staff training on inclusive teaching and learning. He argues that much of the current literature surrounding inclusive practice to support autistic students is authored by staff, parents or other stakeholders, rather than the individuals with the diagnosis themselves. The voices of autistic students were foregrounded in this study. The findings from student-staff dialogue are outlined and recommendations for more inclusive teaching and learning practice for autistic students are identified,
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| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 |
in Good Autism Practice - GAP > 16-2 (October 2015) . - p.41-47
[article] Developing REAL inclusive teaching and learning at university for autistic students through dialogue: a participatory action research project [Texte imprimé et/ou numérique] / Jonathan VINCENT, Auteur . - 2015 . - p.41-47. Langues : Anglais ( eng) in Good Autism Practice - GAP > 16-2 (October 2015) . - p.41-47
| Index. décimale : |
PER Périodiques |
| Résumé : |
Jonathan s a lecturer in Education Studies and facilitates transition and social support for students on the autism spectrum, and provides staff training on inclusive teaching and learning. He argues that much of the current literature surrounding inclusive practice to support autistic students is authored by staff, parents or other stakeholders, rather than the individuals with the diagnosis themselves. The voices of autistic students were foregrounded in this study. The findings from student-staff dialogue are outlined and recommendations for more inclusive teaching and learning practice for autistic students are identified,
|
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 |
|
Developing REAL inclusive teaching and learning at university for autistic students through dialogue: a participatory action research project in Good Autism Practice - GAP, 16-2 (October 2015)