[article] 
inJournal of Autism and Developmental Disorders > 39-6 (June 2009) . - p.874-882

Titre :	Special Education Versus Inclusive Education: The Role of the TEACCH Program
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Simonetta PANERAI, Auteur ; Marinella ZINGALE, Auteur ; Grazia TRUBIA, Auteur ; Maria FINOCCHIARO, Auteur ; Rosa ZUCCARELLO, Auteur ; Raffaele FERRI, Auteur ; Maurizio ELIA, Auteur
Année de publication :	2009
Article en page(s) :	p.874-882
Langues :	Anglais (eng)
Mots-clés :	Autistic-disorder Parent-training Individualized-educational-program Inclusion
Index. décimale :	PER Périodiques
Résumé :	Our study aimed at comparing, over a period of 3 years, the effectiveness of three different educational approaches addressed to children with autism and severe mental retardation. The first one was a treatment and education of autistic and related communication handicapped children (TEACCH) program implemented in a residential center; the second was a TEACCH program implemented at home and at mainstream schools, after a specific parent psychoeducational training; the third approach referred to inclusive education in mainstream schools, in which a nonspecific approach was implemented. Each subject was assessed twice, using the Psycho-Educational Profile-Revised (PEP-R) and Vineland Adaptive Behavior Scale (VABS)-survey form. Effectiveness of TEACCH appeared to be confirmed, showing positive outcomes in the natural setting, and revealing its inclusive value.
En ligne :	http://dx.doi.org/10.1007/s10803-009-0696-5
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=758

[article] Special Education Versus Inclusive Education: The Role of the TEACCH Program [Texte imprimé et/ou numérique] / Simonetta PANERAI, Auteur ; Marinella ZINGALE, Auteur ; Grazia TRUBIA, Auteur ; Maria FINOCCHIARO, Auteur ; Rosa ZUCCARELLO, Auteur ; Raffaele FERRI, Auteur ; Maurizio ELIA, Auteur . - 2009 . - p.874-882.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 39-6 (June 2009) . - p.874-882

Mots-clés :	Autistic-disorder Parent-training Individualized-educational-program Inclusion
Index. décimale :	PER Périodiques
Résumé :	Our study aimed at comparing, over a period of 3 years, the effectiveness of three different educational approaches addressed to children with autism and severe mental retardation. The first one was a treatment and education of autistic and related communication handicapped children (TEACCH) program implemented in a residential center; the second was a TEACCH program implemented at home and at mainstream schools, after a specific parent psychoeducational training; the third approach referred to inclusive education in mainstream schools, in which a nonspecific approach was implemented. Each subject was assessed twice, using the Psycho-Educational Profile-Revised (PEP-R) and Vineland Adaptive Behavior Scale (VABS)-survey form. Effectiveness of TEACCH appeared to be confirmed, showing positive outcomes in the natural setting, and revealing its inclusive value.
En ligne :	http://dx.doi.org/10.1007/s10803-009-0696-5
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=758