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Mainstream Education for Children with Autism Spectrum Disorders / Phil REED
Titre : Mainstream Education for Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur ; Lisa A. OSBORNE, Auteur Année de publication : 2014 Importance : p.447-485 Langues : Anglais (eng) Mots-clés : Mainstream Segregation Inclusion Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Mainstream Education for Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Phil REED, Auteur ; Lisa A. OSBORNE, Auteur . - 2014 . - p.447-485.
Langues : Anglais (eng)
Mots-clés : Mainstream Segregation Inclusion Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire A Comparison Between Caregiver-Reported Anxiety and Other Emotional and Behavioral Difficulties in Children and Adolescents with Autism Spectrum Disorders Attending Specialist or Mainstream Schools / H. ZAINAL in Journal of Autism and Developmental Disorders, 49-7 (July 2019)
[article]
Titre : A Comparison Between Caregiver-Reported Anxiety and Other Emotional and Behavioral Difficulties in Children and Adolescents with Autism Spectrum Disorders Attending Specialist or Mainstream Schools Type de document : Texte imprimé et/ou numérique Auteurs : H. ZAINAL, Auteur ; I. MAGIATI, Auteur Article en page(s) : p.2653-2663 Langues : Anglais (eng) Mots-clés : Anxiety Autism Inclusion Integration Mainstream Mental health Social phobia Index. décimale : PER Périodiques Résumé : Increasing numbers of students with Autism Spectrum Disorder (ASD) are attending mainstream schools. Nonetheless, concerns about their emotional well-being and mental health in these settings have also been raised. This study sought to compare caregiver-reported anxiety and other emotional and behavioural problems in youth with ASD attending mainstream or specialist schools. Caregivers of 27 youth with ASD in mainstream schools (age 10.91 +/- 3.44 years) and 69 youth with ASD in special schools (age 10.93 +/- 2.81 years) matched for gender, age, adaptive functioning and autism symptom severity scores participated. Caregivers completed the Spence Children's Anxiety Scale-Parent, a measure of adaptive functioning, and a checklist of other emotional and behavioral difficulties. Students with ASD attending mainstream schools experienced higher levels of social anxiety symptoms compared to their specialist school counterparts. No other statistically significant differences were found in other aspects of emotional and behavioural functioning examined, but some differences emerged in item-level analyses. Uncertainties in navigating more complex social environments and increased social relating difficulties in mainstream schools are discussed as probable environmental triggers for increased social phobia related symptomatology, although other explanations for this small effect size difference are also considered. Limitations of the present study and recommendations for future research focusing on exploring environmental socio-ecological factors influencing anxiety and mental health in young people with ASD are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2792-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2653-2663[article] A Comparison Between Caregiver-Reported Anxiety and Other Emotional and Behavioral Difficulties in Children and Adolescents with Autism Spectrum Disorders Attending Specialist or Mainstream Schools [Texte imprimé et/ou numérique] / H. ZAINAL, Auteur ; I. MAGIATI, Auteur . - p.2653-2663.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2653-2663
Mots-clés : Anxiety Autism Inclusion Integration Mainstream Mental health Social phobia Index. décimale : PER Périodiques Résumé : Increasing numbers of students with Autism Spectrum Disorder (ASD) are attending mainstream schools. Nonetheless, concerns about their emotional well-being and mental health in these settings have also been raised. This study sought to compare caregiver-reported anxiety and other emotional and behavioural problems in youth with ASD attending mainstream or specialist schools. Caregivers of 27 youth with ASD in mainstream schools (age 10.91 +/- 3.44 years) and 69 youth with ASD in special schools (age 10.93 +/- 2.81 years) matched for gender, age, adaptive functioning and autism symptom severity scores participated. Caregivers completed the Spence Children's Anxiety Scale-Parent, a measure of adaptive functioning, and a checklist of other emotional and behavioral difficulties. Students with ASD attending mainstream schools experienced higher levels of social anxiety symptoms compared to their specialist school counterparts. No other statistically significant differences were found in other aspects of emotional and behavioural functioning examined, but some differences emerged in item-level analyses. Uncertainties in navigating more complex social environments and increased social relating difficulties in mainstream schools are discussed as probable environmental triggers for increased social phobia related symptomatology, although other explanations for this small effect size difference are also considered. Limitations of the present study and recommendations for future research focusing on exploring environmental socio-ecological factors influencing anxiety and mental health in young people with ASD are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2792-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 "This is what we’ve always wanted": Perspectives on young autistic people’s transition from special school to mainstream satellite classes / Abigail CROYDON in Autism & Developmental Language Impairments, 4 (January-December 2019)
[article]
Titre : "This is what we’ve always wanted": Perspectives on young autistic people’s transition from special school to mainstream satellite classes Type de document : Texte imprimé et/ou numérique Auteurs : Abigail CROYDON, Auteur ; Anna REMINGTON, Auteur ; Lorcan KENNY, Auteur ; Elizabeth PELLICANO, Auteur Langues : Anglais (eng) Mots-clés : Transition education mainstream inclusion special satellite Index. décimale : PER Périodiques Résumé : Background & aims :According to parents, teachers and policymakers alike, including autistic children and young people in mainstream schools is notoriously difficult – especially so for the significant minority of young people on the autism spectrum with additional intellectual, communication and behavioural needs. The current study sought to understand the perceived impact of one particular, emerging model of education, in which selected students from special schools are transferred to dedicated ‘satellite’ classes in local, mainstream partner schools, while continuing to receive the tailored curriculum and specialist teaching of the originating school. Methods: We conducted interviews with London-based young autistic people (n?=?19), their parents/carers and teachers to understand their experiences of transitioning from specialist to satellite mainstream provision. Results: Participants overwhelmingly welcomed the prospect of transition and its perceived benefits in the short and longer term. Young people and families celebrated achieving access to ‘more normal places and things’, ‘seeing what others are doing’, and greater autonomy, without losing the trusted expert support of their former special school. Young people also felt a deep sense of belonging to their new mainstream school, despite only being minimally included in regular mainstream classes and activities. Teachers were equally positive and felt that their students had responded to higher expectations in their new mainstream schools, reportedly resulting in better behavioural regulation and more sustained attention in the classroom. Conclusions : The strikingly positive evaluations provided by all participants suggest that this satellite model of education might have advantages for young autistic people with additional intellectual disability, when appropriate support extends across transition and beyond. Implications : These findings shed light on the experiences of an under-researched group of autistic students and a specific model of education – following a needs-based perspective on inclusion – that seeks to extend their participation in local schools. Future research should examine the potential effects of satellite classrooms on the knowledge of, and attitudes toward, autism in non-autistic mainstream peers. En ligne : https://doi.org/10.1177/2396941519886475 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Autism & Developmental Language Impairments > 4 (January-December 2019)[article] "This is what we’ve always wanted": Perspectives on young autistic people’s transition from special school to mainstream satellite classes [Texte imprimé et/ou numérique] / Abigail CROYDON, Auteur ; Anna REMINGTON, Auteur ; Lorcan KENNY, Auteur ; Elizabeth PELLICANO, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 4 (January-December 2019)
Mots-clés : Transition education mainstream inclusion special satellite Index. décimale : PER Périodiques Résumé : Background & aims :According to parents, teachers and policymakers alike, including autistic children and young people in mainstream schools is notoriously difficult – especially so for the significant minority of young people on the autism spectrum with additional intellectual, communication and behavioural needs. The current study sought to understand the perceived impact of one particular, emerging model of education, in which selected students from special schools are transferred to dedicated ‘satellite’ classes in local, mainstream partner schools, while continuing to receive the tailored curriculum and specialist teaching of the originating school. Methods: We conducted interviews with London-based young autistic people (n?=?19), their parents/carers and teachers to understand their experiences of transitioning from specialist to satellite mainstream provision. Results: Participants overwhelmingly welcomed the prospect of transition and its perceived benefits in the short and longer term. Young people and families celebrated achieving access to ‘more normal places and things’, ‘seeing what others are doing’, and greater autonomy, without losing the trusted expert support of their former special school. Young people also felt a deep sense of belonging to their new mainstream school, despite only being minimally included in regular mainstream classes and activities. Teachers were equally positive and felt that their students had responded to higher expectations in their new mainstream schools, reportedly resulting in better behavioural regulation and more sustained attention in the classroom. Conclusions : The strikingly positive evaluations provided by all participants suggest that this satellite model of education might have advantages for young autistic people with additional intellectual disability, when appropriate support extends across transition and beyond. Implications : These findings shed light on the experiences of an under-researched group of autistic students and a specific model of education – following a needs-based perspective on inclusion – that seeks to extend their participation in local schools. Future research should examine the potential effects of satellite classrooms on the knowledge of, and attitudes toward, autism in non-autistic mainstream peers. En ligne : https://doi.org/10.1177/2396941519886475 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414