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General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies / Yasamin BOLOURIAN in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
[article]
Titre : General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies Type de document : Texte imprimé et/ou numérique Auteurs : Yasamin BOLOURIAN, Auteur ; Ainsley LOSH, Auteur ; Narmene HAMSHO, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3977-3990 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Humans School Teachers Students Teacher Training Autism spectrum disorder General education Inclusion Pedagogical practices Student–teacher relationships Teacher perceptions Index. décimale : PER Périodiques Résumé : To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N=18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05266-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3977-3990[article] General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies [Texte imprimé et/ou numérique] / Yasamin BOLOURIAN, Auteur ; Ainsley LOSH, Auteur ; Narmene HAMSHO, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.3977-3990.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3977-3990
Mots-clés : Autism Spectrum Disorder Autistic Disorder Humans School Teachers Students Teacher Training Autism spectrum disorder General education Inclusion Pedagogical practices Student–teacher relationships Teacher perceptions Index. décimale : PER Périodiques Résumé : To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N=18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05266-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings / Erin E. MCCURDY in Journal of Autism and Developmental Disorders, 44-4 (April 2014)
[article]
Titre : Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings Type de document : Texte imprimé et/ou numérique Auteurs : Erin E. MCCURDY, Auteur ; Christine L. COLE, Auteur Année de publication : 2014 Article en page(s) : p.883-893 Langues : Anglais (eng) Mots-clés : Peer support Inclusion Autism spectrum disorder General education Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) have been shown to benefit from being educated in general education classrooms that provide interactions with typically developing peers. However, behaviors exhibited by students with ASD frequently lead to their return to segregated special education settings. Evidence-based interventions that are both cost-efficient and easy to use in general education settings are needed. The purpose of this study was to evaluate the effects of a simple peer support intervention on the minor disruptive, off-task behaviors of three elementary students with high-functioning ASD in three different general education classrooms. Results indicated the peer support intervention was effective in reducing the off-task behaviors of the students with ASD in these inclusion settings. Practical implications and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1941-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228
in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.883-893[article] Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings [Texte imprimé et/ou numérique] / Erin E. MCCURDY, Auteur ; Christine L. COLE, Auteur . - 2014 . - p.883-893.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.883-893
Mots-clés : Peer support Inclusion Autism spectrum disorder General education Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) have been shown to benefit from being educated in general education classrooms that provide interactions with typically developing peers. However, behaviors exhibited by students with ASD frequently lead to their return to segregated special education settings. Evidence-based interventions that are both cost-efficient and easy to use in general education settings are needed. The purpose of this study was to evaluate the effects of a simple peer support intervention on the minor disruptive, off-task behaviors of three elementary students with high-functioning ASD in three different general education classrooms. Results indicated the peer support intervention was effective in reducing the off-task behaviors of the students with ASD in these inclusion settings. Practical implications and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1941-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228