Full inclusion and students with autism
Medical School, University of North Carolina at Chapel Hill 27599-7180, USA.Journal of Autism and Developmental Disorders (Impact Factor: 3.34). 07/1996; 26(3):337-46. DOI: 10.1007/BF02172478
The concept of "full inclusion" is that students with special needs can and should be educated in the same settings as their normally developing peers with appropriate support services, rather than being placed in special education classrooms or schools. According to advocates the benefits of full inclusion are increased expectations by teachers, behavioral modeling of normally developing peers, more learning, and greater self-esteem. Although the notion of full inclusion has appeal, especially for parents concerned about their children's rights, there is very little empirical evidence for this approach, especially as it relates to children with autism. This manuscript addresses the literature on full inclusion and its applicability for students with autism. Although the goals and values underlying full inclusion are laudable, neither the research literature nor thoughtful analysis of the nature of autism supports elimination of smaller, highly structured learning environments for some students with autism.
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- "Additionally, only interventions that took place in inclusive settings in which participants with ASD shared the context and activities with typically developing peers were included . As inclusion refers to the placement of special education students in general education settings (Camargo et al. 2014; Mesibov and Shea 1996), studies that took place in a self-contained special education class were excluded (e.g., Banda and Hart 2010; Kuhn et al. 2008). Studies in which typical peers served as the intervention agents but that took place outside of the usual context such as in a secluded classroom or therapy room were also excluded (e.g., Ganz et al. 2012; Krebs et al. 2010). "
ABSTRACT: This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI by offering an analysis of intervention results and research design, and (c) suggest directions for future research. Overall, results suggest that PMI is a promising treatment for increasing social interaction in children, adolescents, and young adults with ASD in inclusive settings, with positive generalization, maintenance, and social validity outcomes. Findings also suggest that participant characteristics and the type of social deficit an individual exhibits are important considerations when choosing the optimal configuration of PMI strategies.Journal of Autism and Developmental Disorders 10/2014; 45(4). DOI:10.1007/s10803-014-2264-x · 3.34 Impact Factor
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- "Advocates of inclusion suggest that placement of children with ASD in general education settings can lead to academic and social benefits due to reduced isolation and stigma, increased teacher expectations, access to a more stimulating environment, and behavioral models from typical peers (Anderson et al. 2004; Karagiannis et al. 1996; Mesibov and Shea 1996; Rotheram-Fuller et al. 2010). However, such benefits may be reduced for children with ASD as a result of their core social challenges and difficulty learning through social interactions (Bellini et al. 2007; Charlop-Christy and Kelso 2003; Greenway 2000). "
ABSTRACT: Students with autism spectrum disorders (ASDs) often have difficulties in social interaction skills, which may prevent their successful inclusion in general education placements. Behaviorally-based social skills interventions have been shown to be effective in attenuating such difficulties in these environments. In light of the increasing number of children with ASD being educated in inclusive settings and requirements for the use of research-based interventions in schools, this paper (1) analyzes the quality of single-case research using behaviorally-based interventions to improve social interaction skills of children with ASD in inclusive settings and (2) evaluates whether such interventions can be considered an evidence-based practice. Characteristics and components of the interventions are summarized, and their implications for practice and future research are discussed.Journal of Autism and Developmental Disorders 04/2014; 44(9). DOI:10.1007/s10803-014-2060-7 · 3.06 Impact Factor
Journal of Autism and Developmental Disorders 02/2014; 44:1867-1885.
- "Considering the inconclusive evidence on the outcomes of inclusion for students with ASD and the strong need for specialized educational approaches being available for them (Hunt and Goetz 1997; Mesibov and Shea 1983), authors often suggest that the focus of the inclusion debate may be reframed from segrated versus integrated education on how to provide appropriate supports in inclusive settings and how special schools must be seen more as supports to an inclusive system rather than as an alternative to it (Harrower and Dunlap 2001; Jordan 2008). This investigation aimed primarily to expand the evidence on contact theory by examining changes in knowledge , cognitive attitudes, behavioral intentions, and empathy of students with and without contact with peers with ASD within the context of a partial integration program . "
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