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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- "The literature has perseverated in the debate on inclusion concerning the rights of all children with disabilities to access general education, while it should be reframed for what strategies, accommodations, practices, and adaptations should be in place to ensure that inclusion can be carried out successfully for children with different levels of intellectual, social, and communication skills (Kavale 2000; Zigmond and Baker 1995). The most important research questions regarding inclusion of children with ASD in general education settings pertain to how educators can provide appropriate education for students with disabilities and ensure their permanence and success in general education (Kavale 2000; Lindsay 2007; Mesibov and Shea 1996; Zigmond and Baker 1995). Although behaviorally based interventions seem to be an effective means to provide appropriate support for children with ASD included in general education (Leach 2010), there is little research support to help teachers learn how to implement these interventions effectively taking into account students, interventions , and context differences (Camargo et al. 2014). "
ABSTRACT: Behaviorally based interventions have been demonstrated to be effective to teach social interaction skills for children with autism spectrum disorders in general education. However, the overall and moderating effects of these interventions have not been previously investigated in inclusive settings. The goal of this study was to investigate the overall effectiveness and contextual factors that moderate intervention effectiveness in inclusive settings. Findings showed overall high effect size based on studies previously considered of methodological quality in single-case research. Interventions are demonstrated to be highly effective for children aged 2–10 years. While differences were found according to target social skills and behavioral components used, no differential effects were found regarding intervention implementer and peer training. The findings highlight the practical significance of behavioral interventions and guide educators toward more suitable evidence-based practices in inclusive settings.Journal of Behavioral Education 10/2015; DOI:10.1007/s10864-015-9240-1
- "Toujours selon cet auteur, ils peuvent par exemple faire des mouvements de mains ou de doigts, transporter un objet auquel ils sont très attachés ou encore avoir pour dire que ces comportements sont susceptibles de porter atteinte au processus d'apprentissage de ces élèves lorsqu'ils se retrouvent en classe ordinaire (Perko et auteurs, les comportements indésirables des élèves ayant un TSA peuvent susciter une attitude négative de la part des pairs typiques et de l'enseignant (Handlan et et al., 2003). À l'inverse, une relation enseignant-élève positive entrainerait de Lorsqu'il est question d'intégration à temps complet d'élèves ayant un intégrés tend à être plus léger qu'en contexte d'intégration partielle ou encore de et les comportements perturbateurs des élèves intégrés ne sont pas trop sévères et que ce sont généralement des élèves autonomes dans leur fonctionnement en classe (Mesibov et Shea, 1996; Odom, 2000; Poirier et al., 2005; Yianni-Coudurier et al., 2008). "
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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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