Blindness and Autism: Parents' Perspectives on Diagnostic Challenges, Support Needs and Support Provision / Kim DE VERDIER in Journal of Autism and Developmental Disorders, 50-6 (June 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1921-1930 Titre : Blindness and Autism: Parents' Perspectives on Diagnostic Challenges, Support Needs and Support Provision Type de document : texte imprimé Auteurs : Kim DE VERDIER, Auteur ; Elisabeth FERNELL, Auteur ; Ulla EK, Auteur Article en page(s) : p.1921-1930 Langues : Anglais (eng) Mots-clés : Assessments  Autism  Blindness  Children  Parents’ experiences  Support Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD), with or without intellectual disability (ID), is common in children with congenital blindness. This complex combination of disabilities often involves many challenges for the family. This study explored parents' experiences of having a child with blindness and ASD (with or without ID), their support needs and experiences of the support provided. Interviews with eight parents, representing six families, were performed. The parents emphasized that assessment and diagnostic procedures must be performed by professionals with expertise in blind children's development, and ASD. The support was often perceived as fragmented and did not correspond to the families' needs. The results suggest that national guidelines should be produced, to ensure a more coordinated and tailored support to these families. En ligne : http://dx.doi.org/10.1007/s10803-019-03944-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 [article] Blindness and Autism: Parents' Perspectives on Diagnostic Challenges, Support Needs and Support Provision [texte imprimé] / Kim DE VERDIER, Auteur ; Elisabeth FERNELL, Auteur ; Ulla EK, Auteur . - p.1921-1930. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1921-1930 Mots-clés : Assessments  Autism  Blindness  Children  Parents’ experiences  Support Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD), with or without intellectual disability (ID), is common in children with congenital blindness. This complex combination of disabilities often involves many challenges for the family. This study explored parents' experiences of having a child with blindness and ASD (with or without ID), their support needs and experiences of the support provided. Interviews with eight parents, representing six families, were performed. The parents emphasized that assessment and diagnostic procedures must be performed by professionals with expertise in blind children's development, and ASD. The support was often perceived as fragmented and did not correspond to the families' needs. The results suggest that national guidelines should be produced, to ensure a more coordinated and tailored support to these families. En ligne : http://dx.doi.org/10.1007/s10803-019-03944-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425

Challenges and Successful Pedagogical Strategies: Experiences from Six Swedish Students with Blindness and Autism in Different School Settings / Kim DE VERDIER in Journal of Autism and Developmental Disorders, 48-2 (February 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.520-532 Titre : Challenges and Successful Pedagogical Strategies: Experiences from Six Swedish Students with Blindness and Autism in Different School Settings Type de document : texte imprimé Auteurs : Kim DE VERDIER, Auteur ; Elisabeth FERNELL, Auteur ; Ulla 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 [article] Challenges and Successful Pedagogical Strategies: Experiences from Six Swedish Students with Blindness and Autism in Different School Settings [texte imprimé] / Kim DE VERDIER, Auteur ; Elisabeth FERNELL, Auteur ; Ulla 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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