[article] 
inResearch in Autism Spectrum Disorders > 117 (September 2024) . - p.102438

Titre :	Perspectives of autistic students and their teachers on self-determination and peer support
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Karrie A. SHOGREN, Auteur ; LaRon SCOTT, Auteur ; Delia KAN, Auteur ; Barbara BOSSEN, Auteur ; Kara HUME, Auteur
Article en page(s) :	p.102438
Langues :	Anglais (eng)
Mots-clés :	Self-determination  Peer support  Evidence-based interventions  Students with disabilities  Self-Determined Learning Model of Instruction  Autism  Social validity
Index. décimale :	PER Périodiques
Résumé :	Autistic students may need individualized supports to meet their academic, social, and self-determination needs in inclusive classrooms. However, few evidence-based interventions have been developed to provide these supports for autistic adolescents, and little is known about the perceptions of autistic youth about these interventions in use in high schools. This study aimed to explore the perspectives of autistic students and their teachers on self-determination and peer support, as well as their thoughts about two evidence-based interventions used in their classroom settings: the Self-Determined Learning Model of Instruction and Peer Supports. An overall theme of empowerment was identified from student and teacher data collected across the interventions, which highlighted the importance of enabling students to access these interventions in inclusive environments. Autistic students experienced growth in understanding their identity and role as students, peers, and learners, and many felt empowered to set and achieve goals important to their future success. Teachers noted increased self-confidence and assertiveness in students pursuing their goals, highlighting the need for inclusive interventions that address positive in-school and post-school outcomes for secondary autistic students.
En ligne :	https://doi.org/10.1016/j.rasd.2024.102438
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

[article] Perspectives of autistic students and their teachers on self-determination and peer support [Texte imprimé et/ou numérique] / Karrie A. SHOGREN, Auteur ; LaRon SCOTT, Auteur ; Delia KAN, Auteur ; Barbara BOSSEN, Auteur ; Kara HUME, Auteur . - p.102438.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 117 (September 2024) . - p.102438

Mots-clés :	Self-determination  Peer support  Evidence-based interventions  Students with disabilities  Self-Determined Learning Model of Instruction  Autism  Social validity
Index. décimale :	PER Périodiques
Résumé :	Autistic students may need individualized supports to meet their academic, social, and self-determination needs in inclusive classrooms. However, few evidence-based interventions have been developed to provide these supports for autistic adolescents, and little is known about the perceptions of autistic youth about these interventions in use in high schools. This study aimed to explore the perspectives of autistic students and their teachers on self-determination and peer support, as well as their thoughts about two evidence-based interventions used in their classroom settings: the Self-Determined Learning Model of Instruction and Peer Supports. An overall theme of empowerment was identified from student and teacher data collected across the interventions, which highlighted the importance of enabling students to access these interventions in inclusive environments. Autistic students experienced growth in understanding their identity and role as students, peers, and learners, and many felt empowered to set and achieve goals important to their future success. Teachers noted increased self-confidence and assertiveness in students pursuing their goals, highlighting the need for inclusive interventions that address positive in-school and post-school outcomes for secondary autistic students.
En ligne :	https://doi.org/10.1016/j.rasd.2024.102438
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534