A multi-perspective study of Perceived Inclusive Education for students with Neurodevelopmental Disorders / Emma LEIFLER in Journal of Autism and Developmental Disorders, 54-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-4 (April 2024) . - p.1611-1617 Titre : A multi-perspective study of Perceived Inclusive Education for students with Neurodevelopmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Emma LEIFLER, Auteur ; Anna BORG, Auteur ; Sven BÖLTE, Auteur Article en page(s) : p.1611-1617 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Consensus is often a prerequisite for communities to develop initiatives to improve practice and create a future together. We investigated the consensus around the perceived educational inclusion of autistic and other neurodivergent students, their caregivers, and their teachers. Seventeen triads of informants plus two single students from mainstream secondary and high schools in Sweden underwent the standardized INCLUSIO interview operationalizing educational inclusion domains. Inclusive practice was reported across groups to be poorly to sufficiently developed for different domains and measures. Discrepancies were extensive between informants and most pronounced for students and parents versus teachers. The findings highlight limited consensus about inclusive education in practice and suggest enhanced participation of neurodivergent students and their parents to improve inclusive education implementation. En ligne : https://doi.org/10.1007/s10803-022-05643-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526 [article] A multi-perspective study of Perceived Inclusive Education for students with Neurodevelopmental Disorders [Texte imprimé et/ou numérique] / Emma LEIFLER, Auteur ; Anna BORG, Auteur ; Sven BÖLTE, Auteur . - p.1611-1617. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-4 (April 2024) . - p.1611-1617 Index. décimale : PER Périodiques Résumé : Consensus is often a prerequisite for communities to develop initiatives to improve practice and create a future together. We investigated the consensus around the perceived educational inclusion of autistic and other neurodivergent students, their caregivers, and their teachers. Seventeen triads of informants plus two single students from mainstream secondary and high schools in Sweden underwent the standardized INCLUSIO interview operationalizing educational inclusion domains. Inclusive practice was reported across groups to be poorly to sufficiently developed for different domains and measures. Discrepancies were extensive between informants and most pronounced for students and parents versus teachers. The findings highlight limited consensus about inclusive education in practice and suggest enhanced participation of neurodivergent students and their parents to improve inclusive education implementation. En ligne : https://doi.org/10.1007/s10803-022-05643-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526

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