[article]
Titre : |
Challenges and Successful Pedagogical Strategies: Experiences from Six Swedish Students with Blindness and Autism in Different School Settings |
Type de document : |
Texte imprimé et/ou numérique |
Auteurs : |
K. DE VERDIER, Auteur ; E. FERNELL, Auteur ; U. EK, Auteur |
Article en page(s) : |
p.520-532 |
Langues : |
Anglais (eng) |
Mots-clés : |
Autism Blindness Children Education Executive functions School Support |
Index. décimale : |
PER Périodiques |
Résumé : |
The prevalence of autism in children with blindness is much higher than in the general population. There are many challenges regarding the school situation for children with this complex dual disability. This study explored challenges and successful strategies in school for a sample of six Swedish children with blindness and autism, with and without intellectual disability, through qualitative interviews with students, teachers and parents. All students displayed executive functioning deficits, and the teaching situation entailed several challenges. Our research points to the importance of adopting evidence-based practices for ASD, but adapted according to the students lack of vision. For this to be possible, close collaboration between teachers, parents and specialists in the field of visual impairment and autism is necessary. |
En ligne : |
https://doi.org/10.1007/s10803-017-3360-5 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337 |
in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.520-532
[article] Challenges and Successful Pedagogical Strategies: Experiences from Six Swedish Students with Blindness and Autism in Different School Settings [Texte imprimé et/ou numérique] / K. DE VERDIER, Auteur ; E. FERNELL, Auteur ; U. EK, Auteur . - p.520-532. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.520-532
Mots-clés : |
Autism Blindness Children Education Executive functions School Support |
Index. décimale : |
PER Périodiques |
Résumé : |
The prevalence of autism in children with blindness is much higher than in the general population. There are many challenges regarding the school situation for children with this complex dual disability. This study explored challenges and successful strategies in school for a sample of six Swedish children with blindness and autism, with and without intellectual disability, through qualitative interviews with students, teachers and parents. All students displayed executive functioning deficits, and the teaching situation entailed several challenges. Our research points to the importance of adopting evidence-based practices for ASD, but adapted according to the students lack of vision. For this to be possible, close collaboration between teachers, parents and specialists in the field of visual impairment and autism is necessary. |
En ligne : |
https://doi.org/10.1007/s10803-017-3360-5 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337 |
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