Practitioners’ Recommendations for Foundational Educational Supports for Elementary-Age Learners With Autism Spectrum Disorders / L. Long JENNIE in Focus on Autism and Other Developmental Disabilities, 32-4 (December 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.269-278 Titre : Practitioners’ Recommendations for Foundational Educational Supports for Elementary-Age Learners With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : L. Long JENNIE, Auteur ; L. Simpson RICHARD, Auteur Article en page(s) : p.269-278 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Professional literature related to Autism Spectrum Disorder (ASD) has increasingly focused on identifying interventions and strategies most likely to lead to successful outcomes. However, there is a paucity of research documenting the basic foundational structure and supports that are needed to promote successful classroom experiences and outcomes. Specifically, literature does not clearly define the basic educational elements that are needed for all students with an ASD diagnosis. Related to this void, this study reports educational practitioners? recommendations for foundational elements for four groups of elementary-age learners with ASD who differed in age and severity of disability. Participants offered recommendations for supports and program resources that fell within nine categories. Results are discussed relative to the extant literature along with implications for preservice teacher preparation, educators? professional development, and elemental programming for learners with ASD. En ligne : https://doi.org/10.1177/1088357617712484 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324 [article] Practitioners’ Recommendations for Foundational Educational Supports for Elementary-Age Learners With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / L. Long JENNIE, Auteur ; L. Simpson RICHARD, Auteur . - p.269-278. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.269-278 Index. décimale : PER Périodiques Résumé : Professional literature related to Autism Spectrum Disorder (ASD) has increasingly focused on identifying interventions and strategies most likely to lead to successful outcomes. However, there is a paucity of research documenting the basic foundational structure and supports that are needed to promote successful classroom experiences and outcomes. Specifically, literature does not clearly define the basic educational elements that are needed for all students with an ASD diagnosis. Related to this void, this study reports educational practitioners? recommendations for foundational elements for four groups of elementary-age learners with ASD who differed in age and severity of disability. Participants offered recommendations for supports and program resources that fell within nine categories. Results are discussed relative to the extant literature along with implications for preservice teacher preparation, educators? professional development, and elemental programming for learners with ASD. En ligne : https://doi.org/10.1177/1088357617712484 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324

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