Article

Tensions experienced by teachers and their views of support for pupils with autism spectrum disorders in mainstream schools

Taylor & Francis
European Journal of Special Needs Education
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Abstract

The number of pupils with autism spectrum disorders (ASD) who receive their education in mainstream schools in the UK has increased considerably over the last 10 years. Despite this increase, teachers and other support staff face a number of challenges in order to ensure that these inclusive arrangements bring maximum benefits to the children themselves, their parents and the school community as a whole. In this study we explore some of the tensions that teachers in mainstream schools may experience, many of which reflect the unique problems that the inclusion of pupils with ASD can present. In addition, we explore how these tensions may shape their views of support arrangements for those pupils. We observed 17 pupils with ASD ranging from 7 to 16 years, all of whom were placed in a regular class in one of eight mainstream schools on a full‐time basis, and carried out interviews with their teachers, teaching assistants (TAs) and special educational needs coordinator. Findings suggest that tensions reported by school staff are inherently shaped by the ASD‐related manifestations, particularly those pertaining to their difficulties in social and emotional understanding. These tensions determine the quality of the transactions and interactions between the teachers and the pupils with ASD. Based on these tensions, teachers form their views of the type of support that is needed for those pupils. Evidence from the data suggests that, in order for these tensions to be kept at manageable proportions, teachers rely heavily on the TA, whose role in working closely with the pupil is perceived as being indispensable. Building on the study’s findings, we suggest a generic conceptualization for the successful inclusion of pupils with ASD, which is grounded in the systems theory perspective of the relationship between the teachers and these children.

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... International studies show that among groups of SENs students, those with behavioural problems and disruptive behaviour, in particular, present a source of stress, helplessness, and anxiety to teachers in regular classes [26,27]. Similarly, the teachers of students with ASD reported feeling both tense and inadequate when dealing with these students' social and emotional understanding difficulties while simultaneously meeting the needs of the other students in the class [28,29]. In some studies [22,30], teachers also reported feeling stressed and ill-equipped while trying to fulfil the educational needs of students with cognitive disabilities. ...
... In terms of perceived stress, the teachers in our study identified 'lack of professional competency' and 'work in the classroom' as particularly impactful stressors in their inclusive teaching. Inadequate professional competency presents a significant obstacle to the implementation of inclusive education, which is in line with the findings of similar studies [9,21,29] that explicitly demonstrate the complexity of working in the inclusive class and the poorly developed competencies of teachers in this context. Uncertainty and stress can originate from teachers' beliefs and their perceptions of and trust in their abilities to deal with students in inclusive classes [22]. ...
... In contrast, those teachers dealing with students with LD and PI report lower levels of stress. Other studies also support these findings [26,29,31,49]. We can assume that teachers of students with EBD and ASD are more often confronted with challenging behaviour in the classroom accompanied by emotional outbursts and thus might have low tolerance with regard to disruptive actions [46], which inevitably leads to an increased level of stress. ...
Article
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Despite inclusive education being high on the agenda of educational systems worldwide and part of international legislation and policy, particularly the 2030 Agenda for Sustainable Development, which emphasises inclusion and equality as the basis for quality education for all, there is still a need to identify how teachers in regular schools who teach students with special educational needs (SENs) experience their work. This study investigates the most significant stressors for primary school teachers teaching students with SENs. In addition, this study sets out to determine whether there were differences regarding stress between teachers based on their demographic characteristics and the type of SENs in the students they teach. The empirical study, based on a sample of 120 Slovenian teachers (89.2% females), showed that a lack of professional competency, classroom work, personal beliefs, and the burden of administrative work were the most significant perceived stressors when teaching students with SENs in regular primary school. Regarding students’ behaviour and classroom work, different types of SENs were also found to cause significant differences in stress perception. The study revealed that teaching experience and teacher training in SENs could be crucial stress reducers for primary school teachers who teach students with SENs.
... SCI differences in autistic students can have a significant impact on both student-teacher and studentpeer relationships in primary (Gray and Donnelly 2013) and secondary settings (Hedges et al. 2014;Saggers, Hwang, and Mercer 2011). Teachers have reported that the need to ensure whole class instructions are unambiguous for their autistic students has resulted in inhibited typical teacher-student interactions (Emam and Farrell 2009;Hay and Winn 2005). Moreover, Emam and Farrell (2009) reported that teachers felt an increased number of demands on them as a result of difficulties students experienced in social behaviours within group activities (Emam and Farrell 2009). ...
... Teachers have reported that the need to ensure whole class instructions are unambiguous for their autistic students has resulted in inhibited typical teacher-student interactions (Emam and Farrell 2009;Hay and Winn 2005). Moreover, Emam and Farrell (2009) reported that teachers felt an increased number of demands on them as a result of difficulties students experienced in social behaviours within group activities (Emam and Farrell 2009). These findings may suggest negative attitudes towards SCI differences held by teachers, however, this warrants further investigation due to these findings being limited and dated. ...
... Teachers have reported that the need to ensure whole class instructions are unambiguous for their autistic students has resulted in inhibited typical teacher-student interactions (Emam and Farrell 2009;Hay and Winn 2005). Moreover, Emam and Farrell (2009) reported that teachers felt an increased number of demands on them as a result of difficulties students experienced in social behaviours within group activities (Emam and Farrell 2009). These findings may suggest negative attitudes towards SCI differences held by teachers, however, this warrants further investigation due to these findings being limited and dated. ...
Article
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Many autistic pupils are educated within mainstream settings, due to positive changes in inclusive education policies and legislation worldwide. It is acknowledged that teachers’ attitudes can be a facilitator and a barrier to the success of an inclusive classroom, and teachers’ knowledge of autism and training received on different educational needs are potential factors influencing attitudes. Few studies have assessed teachers’ attitudes to social communication and interaction (SCI) differences in autistic students, or factors associated with these attitudes, yet SCI differences can significantly impact student-teacher and student-peer relationships in the classroom. The present study examined teachers’ attitudes to SCI differences to understand how these relate to their general knowledge of autism, and the hours of training received on different educational needs. Data were collected via an online survey and semi-structured interviews. The results showed teachers’ attitudes to SCI differences were significantly positively correlated with knowledge of autism, but not with hours of training received. The interviews generated four themes: (1) manifestation of SCI differences in the classroom, (2) inclusive practices and barriers to inclusion, (3) the role of a teacher and (4) the value of training, and highlighted generally positive teachers’ attitudes towards autistic students with SCI differences, while acknowledging challenges.
... One study reported that the research took place in an ethnically diverse community but gave no details about its' participants ethnicities (Hebron & Bond, 2017). Five studies (22.7%) reported on intellectual capabilities (Calder et al., 2013;Emam & Farrell, 2009;Holt et al., 2012;Moyse & Porter, 2015;O'Hagan & Hebron, 2017); all of these CYP-AS had average or above average intellectual abilities or were labelled as "high-functioning". One paper described a school involved in the study as catering for students with severe learning difficulties, though gave no details about participants' intellectual functioning (Humphrey & Lewis, 2008b). ...
... Three studies (15.8%) were conducted solely at the primary school level (Calder et al., 2013;Moyse & Porter, 2015;Warren et al., 2020), and 11 studies reporting data across 14 papers (57.9%) were conducted solely at the secondary school level (Connor, 2000;Cook et al., 2016Cook et al., , 2018Dillon et al., 2016;Goodall, 2018Goodall, , 2019Goodall & Mac-Kenzie, 2019;Holt et al., 2012;Humphrey & Lewis, 2008a, 2008bLandor & Perepa, 2017;O'Hagan & Hebron, 2017;Tobias, 2009;Tomlinson et al., 2021). Two studies (10.5%) were conducted across both primary and secondary schools (Emam & Farrell, 2009;Hebron & Bond, 2017), one study (5.3%) was conducted across both middle and secondary schools (Myles et al., 2019) and the school level was not reported for two studies (10.5%; Waddington & Reed, 2006;Whitaker, 2007). ...
... The paper regarded as low quality (Connor, 2000) did not report on research design, recruitment strategy, data collection, analysis or ethical issues, which made it difficult to assess the accuracy and reliability of its results. Six studies did not report whether they sought ethical approval from a research committee and/or whether informed consent was gained from participants (Connor, 2000;Dillon et al., 2016;Emam & Farrell, 2009;Humphrey & Lewis, 2008b;Waddington & Reed, 2006;Whitaker, 2007); therefore, it is unclear whether these practices took place. If not, this raises concern considering the research was conducted with individuals where issues surrounding capacity, communication and consent are frequent. ...
Article
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Increasing numbers of Children and Young People on the Autism Spectrum (CYP-AS) are attending inclusive education settings in the UK, yet research about the impact on their psychosocial well-being is scarce. This qualitative review examined the experiences of CYP-AS in British inclusive education settings. Systematic data retrieval on nine electronic databases identified 22 papers reporting 19 studies that were eligible for inclusion. A combination of narrative synthesis and critical review described and synthesised studies’ findings and assessed the risk of bias. The findings reinforce the idea that integration into mainstream schools alone is insufficient to support the psychosocial well-being of CYP-AS. Social connectedness and a sense of belonging may be critical factors that improve school experiences for this population.
... Teachers' experience is a significant element in successful inclusive education for students with ASD (McGregor and Emam and Farrell, 2009). McGregor and Campbell (2001) examined teachers' attitudes toward the inclusion of students with ASD via questionnaires collected from 27 teachers without experience of ASD and 22 with experience. ...
... On the other hand, Emam and Farrell (2009) identified, in their study about the tensions experienced by teachers and their views on support for pupils with ASD in mainstream schools, factors that could affect a teacher's relationship with students with ASD in the classroom. An important theme is the pressures within relationships connecting teachers and students with ASD, and the relationship among those with negative attitudes . ...
... Furthermore, this research confirms that there was general confusion of the meaning of autism and inclusion. This is a common feature in the literature with regard to inclusion and more particularly towards autism in general schools (Vaughn et al., 1996;Carrington, 1999;Avramidis et al., 2000;Leeman and Volman, 2001;Robertson et al., 2003;Wilkins and Nietfeld, 2004;Florian, 2005;Emam and Farrell, 2009). ...
Thesis
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The purpose of this research is to facilitate the development and understanding of inclusive education for students with Autism Spectrum Disorder (ASD) in Saudi Arabia. The study is located within Riyadh, a city in Saudi Arabia. The culture and religion of Saudi society are central themes in this study. ASD is a complex disorder due to its characteristics, which include a lack of social skills, communication difficulties, and behaviour problems. A range of qualitative methods were adopted; interviews with twenty general education teachers (GT) and special education teachers (SET) as well as participant observation in five schools. The research seeks to identify the attitudes and practices of primary school teachers in terms of their support for children in mainstream schools. The study shows that teachers are mostly supportive and have positive attitudes toward the inclusive education of learners with ASD. The study shows barriers to inclusive education, for example, lack of time, overcrowded classrooms, curriculum, attitudes, lack of training, teaching methods and school environments and the extent to which mainstream school buildings and classrooms are suitable for inclusion of students with Special Educational Needs (SEN) in general and, more specifically, for students with ASD. Another factor that emerged from the study to support inclusive education was peer tutoring. All the teachers involved in the study are qualified in education but they need additional training and knowledge about inclusion and ASD. Finally, the study provides some practical recommendations as well as some ideas for future research and other activities.-III-ACKNOWLEDGEMENTS
... Another important aspect that reflects the conceptions of teachers toward inclusion, with relevant implications, is that some teachers consider ASD students to be the responsibility of the counselling team, as was reported in a study conducted with teachers of secondary education (Emam and Farrell, 2009). This is a characteristic aspect of the traditional view linked to the medical model regarding the educational response (Echeita and Fernández, 2017). ...
... Researchers also highlight the importance of another fundamental node in the support network that must be built, i.e., support among students (Emam and Farrell, 2009;Lindsay et al., 2014;Mamas et al., 2020), which requires educating the classmates (McGillicuddy and O´Donnell, 2014), being vigilant and acting in the face of bullying, and preventing the latter or generating opportunities to build positive relationships in the classroom (Frederickson, et al., 2010). Support among students can be set as a pedagogical strategy based on peer learning. ...
... Previous studies also report on the need to promote and create peer support (Emam and Farrell, 2009;Frederickson et al., 2010;Lindsay et al., 2014). To establish a peer support relationship it is fundamental for support to be reciprocal and that those involved in such relationship live the experience of helping and being helped at different moments (Durán, 2018). ...
Article
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Purpose This study analyses the barriers and facilitators for the educational inclusion of students with autism spectrum disorder (ASD) from the perspective of their teachers. Design/methodology/approach A qualitative methodology was applied, specifically a multiple case study from which 24 in-depth interviews were conducted with teachers who had worked previously with students with ASD. The participants were Spanish teachers from different educational stages (from early childhood education to baccalaureate) and with different roles (ordinary classroom teachers and support teachers). Findings The results show that collaboration amongst teachers, their attitudes, the way of understanding the supports, the creation of collaboration between students and the organisation of both the school and the classroom are important for the inclusion of students with ASD. The analyses and discussion of the facilitators for the inclusion of these students are especially relevant, since they provide useful guidance for teachers who want to respond to the right of these students to an inclusive education. Research limitations/implications The limitations and future research lines of this study are related to the logic of amplitude and depth, respectively. Regarding amplitude, the authors highlighted the importance of gathering the voices of professionals committed to the development of more inclusive practices; however, the authors also identified the need to expand the listening to the voices of teachers who do not have such experience. This raises a possible future research line: to explore how to reach teachers with no experience in inclusive education in order to contribute to the transformation of their practice. Practical implications There is extensive knowledge within the classrooms, which the authors aimed to demonstrate in this study, with the hope that others can learn from it. The obtained results are useful to every teacher who wishes to create an inclusive school. In agreement with the consideration of inclusive education as a process, this investigation identified strategies and resources that facilitate the learning and participation of students with ASD, as well as barriers that must be tackled to advance in this regard. Originality/value The authors aimed to contribute to understanding the advances in the development of the right to inclusive education. To this end, the authors gathered the voices of teachers (those from the ordinary classroom and those considered “support teachers”) from regular schools that welcome students with ASD and which had a history of commitment to the development of more inclusive education. There is extensive knowledge within the classrooms, which the authors aimed to demonstrate in this study, with the hope that others can learn from it. The obtained results are useful to every teacher who wishes to create an inclusive school.
... Emam and Farrell (2009) stressed that teaching assistants (TAs) have an important role in inclusive education: they are a source of safety for students with ASD, they deal with challenging behaviors, they provide support during classroom tasks, and they make sure the students finish their work. On the other hand, all these tasks might fuel the (wrong) impression that the student is the TA's responsibility, and not the teacher's (Emam & Farrell, 2009). ...
... Teachers in the reviewed studies emphasized the struggle to meet the needs of students with ASD while also meeting the needs of their other students (Able et al., 2015;Emam & Farrell, 2009). As one teacher mentioned: "You have to remind yourself many times of the needs of the different pupils you have within the class…because it is easy to forget when you are targeting 30 kids and one of them has got a particular need…" (Emam & Farrell, 2009, p. 414). ...
... As students with ASD have difficulties with social interactions, teachers expressed concerns on how to incorporate the "social" aspect in teaching. Teachers in the reviewed studies were unsure how and when to meet the social needs of students with ASD (Able et al., 2015), as the national curriculum sometimes places constraints on possibilities for teachers' adjustments (Emam & Farrell, 2009). As a result, teachers were hesitant to prioritize social interactions and teaching social skills during their interactions with the student with ASD (Able et al., 2015). ...
Article
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This study aimed to identify which aspects of teacher-student interactions contribute to a successful inclusion of students with autism spectrum disorder (ASD) in mainstream secondary classrooms. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed. Eight studies fulfilled our criteria, and we identified teacher-related and student-related themes. Most of the included studies did not focus on interactions between teachers and students with ASD, but on requirements that could influence these interactions. Teachers often seemed to infer the needs of students with ASD during their interactions, which, as we illustrate, may not always be in line with their actual needs. We discuss the implications of this gap in the literature and how to bridge this gap.
... Dentro de lo que opina el propio alumnado, se repiten cuestiones tales como las ratios y los ambientes ruidosos (Goodall y MacKenzie, 2019;Cook et al., 2018); un alto desconocimiento del TEA y una gran falta de comprensión por parte de compañeros y docentes (Emam y Farrell, 2009); currículos demasiado extensos y ambiguos (Anderson et al., 2017), y, con una especial prevalencia, el miedo incesante a ser el blanco de acoso escolar (Parsons, 2015). ...
... Según los docentes de aula ordinaria sin formación en TEA: -Que los alumnos no tengan bien desarrollado el lenguaje o no sepan expresarse (Emam y Farrell, 2009;Larcombe et al., 2019). -Los problemas comportamentales que estos alumnos acarrean (Johansson, 2014;Majoko, 2016). ...
... -Niños más expuestos al acoso escolar (McGillicuddy y O'Donnell, 2014;Humphrey y Symes, 2013;Majoko, 2016). -Falta de formación docente y desconocimiento del TEA (Emam y Farrell, 2009;Johansson, 2014;Lindsay et al., 2013;McGillicuddy y O'Donnell, 2014;Humphrey y Symes, 2013;Ravet, 2018;Majoko, 2016;Segall y Campbell, 2012;Segall y Campbell, 2014). educación inclusiva en el alumnado con tea: una revisión sistemática de la investigación t. gonzález de rivera, m.ª luz fernández, c. simón y g. echeita Siglo Cero, vol. ...
Article
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El objetivo de esta revisión se centra en poner de manifiesto aquellas barreras y facilitadores que actualmente, según distintos estudios llevados a cabo, están marcando el proceso de inclusión educativa en el alumnado con TEA. Para ello, 24 artículos han sido analizados, atendiendo a las voces de los principales implicados en esta temática: las familias, los diferentes profesionales educativos y el propio alumnado. Los resultados encontrados se analizarán no solo según promuevan o dificulten el proceso hacia una educación inclusiva, sino también según la perspectiva de las distintas voces; mostrando, a su vez, los puntos de encuentro entre estos, así como las posibles discrepancias. Para finalizar, se expondrán una serie de conclusiones derivadas de los resultados, las cuales evidenciarán lo lejos que todavía nos encontramos de ver este derecho satisfecho. A su vez, a través de la identificación de ciertas barreras clave, también aflorarán una serie de pautas de actuación útiles con el fin de promover una reflexión que pudiera derivar en un acortamiento entre lo que se dice que debería hacerse y lo que finalmente se lleva a cabo.
... Their participation seems to depend largely upon how teachers adapt environments to accommodate them (Humphrey & Symes, 2013). How teachers conceive of their interaction with the children influences how they form their supportive practices (Emam & Farrell, 2009;Robertson, Chamberlain & Kasari, 2003). According to previous research, teachers working with children with special educational needs (SEN), tend to focus on the difficulties children present, rather than on developing supportive practices to enable participation (Ainscow, 1997). ...
... According to previous research, teachers working with children with special educational needs (SEN), tend to focus on the difficulties children present, rather than on developing supportive practices to enable participation (Ainscow, 1997). In addition, children's autistic traits seem to challenge the teacher-child inter action (Emam & Farrell, 2009;Glashan, Mackay & Grieve, 2004). These factors might lead to uncertainty about how to adapt the environment (Barnard, Broach, Potter & Prior, 2002;Barnard, Harvey, Prior & Potter, 2000). ...
Chapter
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... Mimo wysokiego poziomu wiedzy na temat zaburzeń ze spektrum autyzmu nauczyciele polscy nie czują się przygotowani do pracy z uczniem z ASD (Nowakowska i Pisula, 2018, Kossewska i in., 2019, postrzegają ją jako znacznie trudniejszą niż praca z dziećmi i młodzieżą z innymi niepełnosprawnościami, a także odczuwają niedostateczne wsparcie ze strony specjalistów oraz problemy w relacjach z rodzicami dzieci z ASD (Antonik, 2015). Powinni zatem mieć zapewnione szkolenia, co pozwoli na zredukowanie stresu, którego źródłem są trzy potencjalnie występujące sytuacje problemowe: sam obraz kliniczny autyzmu, niekorzystny wpływ uczniów z ASD na inne dzieci, a także trudności związane z organizacją pracy na lekcji (Emam i Farrell, 2009;Cassady, 2011). ...
... It helps teachers to develop a sense of self-efficacy so that they feel confident in their professional role, can take appropriate action (Sanini and Bosa, 2015) and are more resistant to burnout syndrome (Boujut et al., 2016;Corona et al., 2016;Jennett et al., 2003). Teachers who do not have sufficient knowledge of autism do not understand the causes of ASD student behaviour, which means that in an educational setting, they can experience strong anxiety and tension and have a low assessment of their own professional competency to cope with the difficulties experienced by ASD students (Emam and Farrell, 2009). Early adequate educational intervention has a significant impact on the long-term developmental and academic achievement of children with ASD (Rutter and Bartak, 1973;Howlin, 1998), as teachers interact closely with students to develop their social and communication skills. ...
... They often described the traits negatively, associating them with behavioral difficulties; sensitivity to sensory stimuli; and problems with academic, communication, and social skills. These descriptions align with prior studies in LRS (e.g., Emam & Farrell, 2009;Kristiana & Widayanti, 2017;Rai et al., 2018). Therefore, it appears that the current system, in which special education professionals are solely in charge of autistic children, restricts ECTs' understanding and contributes to the development of negative perceptions toward autism. ...
Article
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We examined the experiences of early childhood teachers (ECTs) in the Philippines, a representative low-resource setting (LRS), focusing on the challenges and opportunities in providing inclusive education for autistic children. Using the socio-ecological model as a framework, we analyzed interview data from eight participants through inductive and deductive coding. The analysis revealed key themes across individual, interpersonal, organizational, community, and public policy levels. Our findings highlight significant disparities between the needs of ECTs in supporting autistic children and the available resources, emphasizing the need for targeted professional development and systemic support. Our results offer insights into the factors affecting inclusive education in LRS contexts and proposes strategies to address these challenges. The results contribute to a broader understanding of inclusive education in LRS and suggest directions for future research and policy development.
... (4) Autistic children are children with special needs who experience obstacles in emotional development, social interaction, behavior, and communication. (5,6) Autistic children have characteristics related to the repetition of an activity. (7) Autistic children are usually related to habituation by doing a movement repeatedly. ...
Article
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Autistic children have the right to education. Education helps them develop their communication skills. Using a project-based learning model can improve communication skills. Currently, there is a lot of research discussing the use of project-based learning for children with special needs. Therefore, this study aims to analyze the use of project-based learning with augmented reality on the communication skills of autistic children. The method used is a systematic literature review and theoretical bibliometric analysis of research on communication skills of children with autism sourced from Scopus from 2013 to 2022. The research stages are determining i) research questions; ii) inclusion criteria; iii) quality assessment; iv) data collection; and v) bibliometric analysis. The results of this research note that research on the communication skills of autistic children is still a research trend that is of great interest to researchers with an increase in research occurring from 2015 to 2022. Countries in the Americas and Asia contributed the most to research on this research theme. There is a relationship between project requirements (P), communication skills (CS), and autism spectrum disorder (ASD). This relationship is indicated by the strength of the P→CS link of 2 and the strength of the CS→ASD link of 4. This review shows that the characteristics of project-based learning can help train the level of communication skills of autistic children and will be better if assisted by the use of AR
... The Ministry of Education, Culture, Sports, Science and Technology stated that 6.5% of children with suspected developmental disabilities are enrolled in regular classes 2) . In addition, teachers responsible for classroom management are concerned about understanding the behavioral charac-2 Y. Tanaka et al. teristics of individuals with ASD and how best to respond to them 3,4) . In Japan, afterschool day services were newly established in 2012 to improve life skills and promote the social interactions of Schooling children with disabilities, including those with ASD. ...
Article
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Background: We constructed a hypothetical model of the knowledge of autism spectrum disorder (ASD) and self-perception of support of staff working in after-school day services to clarify structural relationships. Methods: A questionnaire survey was conducted at 194 facilities providing after-school day services in Fukushima Prefecture (October 2020), including a basic attributes questionnaire, the Literacy Scale of Characteristics of Autistic Spectrum Disorder (LS-ASD), and a staff questionnaire. We developed a hypothetical model of the relationship between self-perception and LS-ASD total scores of after-school service staff. To obtain latent variables for structural equation modeling (SEM) to confirm factor extraction and the interrelationships among variables, exploratory factor analysis was performed. SEM was used to examine the fit of the hypothetical model to the data and the relationships among variables. Results: The study included 302 staff members from 58 of 194 facilities. Four factors (Factor 1, motivation; 2, self-perception of knowledge; 3, information sharing; 4, self-confidence) were extracted. The final model showed that Factor 2 had a positive direct effect (path coefficient = 0.64) and Factor 4 had a negative direct effect (path coefficient = −0.22) on LS-ASD scores. The model goodness of fit was acceptable (Goodness-of-Fit Index = 0.890; Comparative Fit Index = 0.912; Root Mean Square Error of Approximation = 0.086; Akaike’s Information Criterion = 392.7). Conclusion: Self-perception of knowledge contributes greatly to knowledge acquisition, while excessive confidence may hinder knowledge retention.
... During this time, teachers want to improve their academic standing for better opportunities but receive only unattractive rewards (Etiubon & Benson, 2014). Teachers feel prevented from reaching their goals because of their responsibilities to fulfill their commitments to their students and meet the constraints of the national curriculum (Emam & Farrell, 2009). Nevertheless, people ignore the circumstances that trap teachers (Rezaee et al., 2020). ...
Article
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Compassion fatigue (CF) is increasingly prevalent among educators, affecting teachers across their career stages. CF tends to emerge early but can persist and intensify. While CF symptoms in teachers have been studied, there is a limited understanding of these symptoms across career stages. To address this knowledge gap, network analysis was employed to identify the core symptoms of CF and the connections between them. A national sample of 3816 teachers completed the Chinese version of the Professional Quality of Life Scale. Core CF symptoms were found to vary by career stage. The early stage centered on feeling “bogged down.” CF in the middle stage was typified by a feeling of being “trapped in the job.” In the mature stage, the symptoms included feeling “on edge” and “depressed due to teaching trauma.” In the late stage, the central symptom was “tiredness and exhaustion.” The findings revealed notable CF differences in teachers’ career stages. Structural variations, symptom connections, and node strengths offer insights for customized interventions. This study enhances our understanding of changes in CF throughout teachers’ careers, which is vital for addressing this issue in education.
... This has brought with it a rise in autistic pupils in the mainstream classroom (Roberts & Simpson, 2016). Teachers in mainstream education often report frustration about not having adequate tools to handle the emotional and behavioural manifestations of autism (Emam & Farrell, 2009) and Mintz et al. (2020) state that many teachers lack confidence in supporting neurodivergent pupils. As a result, teachers of autistic pupils frequently experience high levels of stress (Lecavalier et al., 2006). ...
Article
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There has been a rise in autistic pupils in the mainstream classroom. Teachers have often reported frustration caused by a lack of training on managing autistic pupils' presentations. The aim of this study was to investigate the effect of an online training programme comprising the main paradigms and resources of the Zones of Regulation™ curriculum on teachers' sense of self‐efficacy when managing autistic pupils' self‐regulation needs in the mainstream primary school classroom. Purposive sampling was used to identify primary 5, 6 and 7 teachers with at least one autistic pupil with self‐regulation needs in their current class. An occupational therapist with post‐graduate qualifications in autism and sensory processing provided a 2.5‐hour online training session on the Zones of Regulation™ curriculum for participants. The Teachers' Sense of Efficacy Scale (TSES) was completed pre‐ and post‐training and at two‐month follow‐up. The Usage Rating Profile‐Intervention Revised was completed post‐training and a survey exploring participants' experience of implementing the Zones of Regulation™ curriculum with their autistic pupils was completed at two‐month follow‐up. Findings showed that online training in the use of the Zones of Regulation™ curriculum significantly improved TSES scores for teachers ( p < 0.001). The curriculum was also shown to be an acceptable, understandable and feasible intervention for primary school teachers in the mainstream classroom. This study suggests that education authorities should consider providing training opportunities on the Zones of Regulation™ curriculum to support teachers in the mainstream classroom. It also demonstrates the important role occupational therapists, with post‐graduate qualifications in autism and sensory processing, have in capacity building within education.
... Research findings confirm that both teachers' competence and attitudes, including beliefs, knowledge and understanding, teaching, training, and research competence, as well as intra and interpersonal relationships, are of great importance in the successful inclusion of children with SEN in regular classrooms (Avramidis et al. 2000;Eleweke and Rodda 2010;Emam and Farrell 2009;Engelbrecht 2013;Hornby 2015;Johnstone and Chapman 2009;Ianes et al. 2020;Mittler 2000;Pit-ten Cate et al. 2018;Poornima et al. 2020;Rose 2010;Stegemann and Jaciw 2018). ...
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Inclusive education is a continuous process of transformation of the education system. It is both an approach to teaching and learning, as well as a different organization of the educational process that welcomes all students regardless of their social skills and physical and intellectual abilities. The qualitative implementation of inclusive education requires competent staff. The study reflects a comparative study carried out in Latvia and Lithuania, and it focuses on Latvian and Lithuanian teachers’ attitude self-assessment regarding the implementation of inclusive education. A three-dimensional model, including the cognitive, affective, and behaviour components, are used for the study. The Technical Manual for Attitudes Towards Teaching All Students Instrument developed by Gregory Jess L. and Noto Lori A. has been applied in the study. The SPSS 25.0 programme, Pearson Correlation, and One-Way ANOVA tests were used for the statistical analysis of the data. The results reveal, and generally confirm, differences in the structure of Latvian and Lithuanian teachers’ attitudes, as well as emphasize the importance of teachers and support specialists’ competence improvement to ensure optimal teaching and learning processes for all learners involved in the educational process.
... This can extend beyond peers into complicated interactions with educators as well (Humphrey and Lewis 2008). Reports from inclusion educators indicate that their feelings of tension with autistic students are often associated with issues of social and emotional understanding (Emam and Farrell 2009). These issues highlight the importance of professional development and educator training to support autistic students. ...
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Autistic children are less likely to be jointly engaged with a play partner than nonautistic children, negatively impacting social communication development. Promoting joint engagement during play can be an important target for educators of autistic students, but educator perceptions of autistic students may affect their interactions with students. This secondary data analysis investigated educator perceptions of the behaviors of their autistic students, their relationship on educator behavior, and their relationship on the implementation of an intervention promoting joint engagement. Participants included 66 autistic preschool students, and twelve educators from six preschools. Schools were randomized to educator training or a waitlist. Before training, educators rated their students’ controllability over autism related behaviors. To observe educator behavior, they were filmed playing for ten minutes with students, before and after receiving training. Ratings of controllability were positively correlated with cognitive scores, and negatively correlated with ADOS (Autism Diagnostic Observation Schedule) comparison scores. Furthermore, educator ratings of controllability predicted joint engagement strategies used by educators during play. Educators tended to use strategies promoting joint engagement for students perceived as more able to control their autism spectrum disorder behavior. Among educators that received JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation) training, ratings of controllability did not predict changes in strategy scores after training. Educators were able to learn and implement new joint engagement strategies despite their initial perceptions.
... Second, regarding environmental barriers, special education teachers do not have access to the requisite teaching and learning materials to teach autistic students (Cook and Ogden 2022). Also, they often struggle to collaborate with other teachers to facilitate the teaching of autistic children (Emam and Farrell 2009;Roberts and Simpson 2016). Although these barriers negatively impact quality teaching services to autistic children, there are inadequacies in the literature on the contribution of special educators toward developing better eating habits among autistic children. ...
Article
According to the principle of duty of care, adults in the lives of children with disabilities such as autistic children are expected to promote their development. The Nutbeam's health literacy model was adopted to explore the efforts of special education teachers and parents toward promoting better eating habits among autistic children in the United Arab Emirates (UAE). Twenty-one participants, comprising fifteen special education teachers and six parents with autistic children, were examined in this study. The results indicated that some special education teachers and parents have limited understanding of unhealthy food that might impact the development of autistic children. Furthermore, the findings also highlight the lack of collaboration and communication between teachers regarding the nutrition and healthy living of autistic children. The findings have practical consequences, such as urging UAE health policymakers to provide professional development for special education instructors and parents of autistic children.
... Inversely, special education teachers paid attention to students' social, learning, and behavioural needs, so they aimed to create an environment that could support students in addressing their deficits (Anglim et al., 2018). Just as Emam and Farrell (2009) argued that students with ASD struggled to generalise social behaviours across activities, teachers were responsible for teaching appropriate social rules and behaviours to help these students engage in society and act in socially appropriate ways. Therefore, teachers' perceptions about their roles influenced how they reacted to students during daily practices. ...
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Teachers’ beliefs may influence their teaching practices and use of strategies and interventions. In recent years, the prevalence of autism spectrum disorder has been on the rise, and there has been an increase in the number of students with autism enrolled in mainstream schools. However, teachers often feel ill-prepared to provide appropriate support for students with autism and may hold different beliefs about these students and how to support them. Although empirical studies exploring teachers’ beliefs exist, very few studies have systematically examined and analysed teachers’ beliefs about teaching students with autism. This study used a systematic review methodology to locate previous studies focused on exploring teachers’ beliefs towards students with autism, published in peer-reviewed journals in the past 10 years (2012–2021). The results of the data analysis conceptualised five major themes about different types of teachers’ beliefs. The implications for teachers’ practices, education reforms, and further research directions are also provided.
... Successful inclusion can be achieved in environments that promote social interaction and provide opportunities for socialization, which encourage children to engage in joint activities and to act in a socially acceptable manner (Goodman & Williams, 2007). Teachers differentiate their methods in ways that help each child feel comfortable and form positive relationships in the classroom and thus feel included in it (Emam & Farrell, 2009). ...
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In order to address emerging societal challenges, school education must be radically restructured, adopting a dynamic character to cover and adapt to each student’s academic and social needs. Technology has the means to stand as a valuable facilitator to this end, and teachers should acquire the appropriate pedagogical and technological training to design informal and dynamic environments using technology. In the wake of the above, the aim of the current qualitative research is to define the pedagogical and technological skills for establishing an organized training plan for the teachers of the specific school unit, in matters of inclusive digital education. The needs analysis research was conducted in a Greek primary school and lasted 4 months, involving two fifth grade classes and an integration class in which students with learning difficulties are provided with personalized training for a few hours every day and are separated from their classmates. The study employed non-participatory observation and semi-structured interviews. The study’s findings bring to light misconceptions in teaching methods and entrenched beliefs about the use of technology, highlighting issues related to the need for systematic training of teachers in inclusive digital education. To address these barriers, this work proposes a training plan based on an innovative scenario. The scenario involves the use of informal learning environments by teachers, such as digital museums and digital applications and describes the educational process to be followed during its implementation, so that digital tools are used by teachers in an inclusive way.KeywordsCitizen scienceDigital skillsDigital storytellingInclusive educationNew digital pedagogiesText- based game
... Successful inclusion can be achieved in environments that promote social interaction and provide opportunities for socialization, which encourage children to engage in joint activities and to act in a socially acceptable manner (Goodman et al., 2007). Teachers differentiate their methods in ways that help each child feel comfortable and form positive relationships in the classroom and thus feel included in it (Emam et al., 2009). ...
Chapter
Inclusion is a system that embraces difference as the norm. It is possible to accomplish successful inclusion in situations that support and encourage social contact, such as the interventions using Socially Assistive Robots (SAR). The proven, through research, the ability of SAR to promote interventions for the inclusion of children with autism spectrum disorders (ASD), leads to the need for specialized education of university students in pedagogical or special education departments, to get acquainted with robots and their utilization methods for the inclusion of children. However, getting acquainted with SAR is not always easy as the variety of proposed robots is significant. In addition, it is pretty demanding work to design and develop software for the wide variety of SARs’ educational applications and organize hands-on training. For this reason, in an Erasmus+ program, virtual reality (VR) technology was proposed and utilized to present robots and introduce analytical methods for their implementation on how to use SAR through detailed scenarios, such as the detailed description of the outlined ARRoW (Assisting Relations Robotic Workfellow) method. This chapter will initially present the ASD aspects, inclusive techniques, and why SAR is a powerful tool to deliver inclusive interventions to the ASD population, subsequently will analyze the design and implementation of a VR training scenario that utilizes the ARRoW method and the SAR Daisy toward inclusion. Then we discuss the implementation aspects of the training activities and Higher Education (HE) students’ participation.
... Successful inclusion can be achieved in environments that promote social interaction and provide opportunities for socialization, which encourage children to engage in joint activities and to act in a socially acceptable manner (Goodman & Williams, 2007). Teachers differentiate their methods in ways that help each child feel comfortable and form positive relationships in the classroom and thus feel included in it (Emam & Farrell, 2009). ...
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Incorporating the gender perspective in STEAM disciplines is essential to reduce the gender gap that has existed to date. The differentiation in STEAM career choice between men and women is based on gender construction. Gender socialisation, and the narrative derived from it, makes women (or girls) feel less able to tackle science careers or professions.One study shows that 5-year-old girls feel less intelligent than their male peers at that age (Bian et al., Science 355(6323):389–391, 2017). In this sense, some data extracted from the Spanish Annual Report on equality figures of the Ministry of Education and Vocational Training 2021, quoted in Macho (Igualdad en cifras MEFP 2021. Mujeres con Ciencia [Women with Science] https://mujeresconciencia.com/2021/04/07/igualdad-en-cifras-mefp-2021/, 2021) are to be expected, where we find that women choose more studies related to Education (77.9%), Health and Social Services (71.8%). However, there is less presence in Engineering, Industry and Construction (29%) and Computer Science (13.4%).From this perspective, and taking into account that the future will be technological, failing to act within the framework of equitable and egalitarian education and socialisation will result in a greater gender digital divide and, therefore, excluding girls from access to the digital world and the digital future.It is important to highlight the different initiatives carried out with the aim of reducing this gap, but perhaps we should think about intervening through educational inclusion to reduce this gap.KeywordsDigitalEducationGender gapGender stereotypesInclusionSTEAMTechnology
... Even in the few that have, there is disappointingly little evidence on which approach -or indeed which setting (mainstream, specialist) -works best for which individual [e.g., [20][21]. This lack of knowledge and training often makes it very difficult for schools and school staff to know how best to identify these young people's needs and respond to them effectively [22][23][24]. Failing to do so can have farreaching consequences, including in some of the most serious cases, permanent exclusion from school. It is these particularly vulnerable young people that form the focus of this report. ...
... (73) also raised the issue of the 'invisibility' of the difficulties that academically-able autistic pupils can face, with their needs tending to be overlooked and teaching staff failing a to recognise the challenges they face. Another study found that teachers of autistic pupils report experiencing a tension when dealing with autistic pupils which can stem from their own anxiety with respect to being able to meet their autistic pupils' needs whilst simultaneously meeting the needs of the other students in their mainstream classroom (76). Such tensions were described by the authors as "the unique problems that the inclusion of pupils with ASD [in mainstream] can present" (p. ...
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As education becomes increasingly centralised, it is important to understand why some children and young people (CYP) in the UK have become too distressed to attend school, or who manage to attend school but at a considerable cost to their mental health and wellbeing. Using a case-control, concurrent embedded mixed-method research design, parents of CYP completed a bespoke online questionnaire. This included 948 parents of CYP who are currently (738), or have previously (209), struggled to attend school, 149 parents of age-matched control CYP, and parents of 25 CYP who have never attended school. We use the term School Distress (SD) as we found that for the majority of CYP (94.3%), school attendance was associated with emotional distress, with often harrowing accounts of distress provided by parents. Age of onset of SD was early (mean age 7.9 years), with a mean duration of 4 years. SD was associated with poor school attendance (with a cumulative total of 6,197 school days missed in the preceding 20 school days alone), poor academic attainment, significant anxiety symptomatology, and extreme demand avoidant behaviour. Neurodivergent CYP, and in particular, autistic CYP with complex presentations, such as multiple co-occurring neurodivergent conditions and/or multimodal sensory processing difficulties, were significantly overrepresented amongst CYP with SD. The majority of these CYP also experienced mental health difficulties. However, mental health difficulties in the absence of a neurodivergent profile were relatively rare, accounting for just 6.17% of cases. CYP with SD were also more likely than control CYP to have neurodivergent parents and siblings. Hence, whilst not a story of exclusivity relating solely to autism, SD is a story of complexity; occurring most frequently in CYP with complex neurodevelopmental profiles. Despite clear evidence that SD creates a context that engenders negative educational and mental health outcomes, parental reports revealed a dearth of support for these CYP. Moreover, whilst 97% of the CYP described here had once attended a mainstream school setting, only a minority of parents (35.6%) expressed a desire for their child to be educated in a mainstream school in the future. Similarly, only 24.3% of CYP with historical SD are currently educated in a mainstream classroom, with the majority now home-educated. Finally, the majority of parents of CYP with SD (85.56%) were not confident or no longer believed, school to be a suitable and proper place for their child to be educated.
... Various studies have indicated the need for professional development regarding inclusive education to help teachers cope with the challenges associated with teaching autistic students (e.g., Corkum et al., 2014;Young et al., 2017). Having investigated teaching assistants, Emam and Farrell (2009) established that they play an important role for both teachers and autistic students, as the former often rely on them to make the classroom situation work. ...
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Background and Aim Strategies to modify and adjust the educational setting in mainstream education for autistic students are under-researched. Hence, this review aims to identify qualitative research results of adaptation and modification strategies to support inclusive education for autistic students at school and classroom levels. Method In this systematic review, four databases were searched. Following the preferred PRISMA approach, 108 studies met the inclusion criteria, and study characteristics were reported. Synthesis of key findings from included studies was conducted to provide a more comprehensive and holistic understanding. Main Contribution This article provides insights into a complex area via aggregating findings from qualitative research a comprehensive understanding of the phenomena is presented. The results of the qualitative analysis indicate a focus on teachers' attitudes and students' social skills in research. Only 16 studies were at the classroom level, 89 were at the school level, and three studies were not categorized at either classroom or school level. A research gap was identified regarding studies focusing on the perspectives of autistic students, environmental adaptations to meet the students' sensitivity difficulties, and how to enhance the students' inclusion regarding content taught and knowledge development from a didactic perspective. Conclusions and Implications Professional development that includes autism-specific understanding and strategies for adjusting and modifying to accommodate autistic students is essential. This conclusion may direct school leaders when implementing professional development programs. A special didactical perspective is needed to support teachers' understanding of challenges in instruction that autistic students may encounter.
... Several studies have attributed to the teachers a fundamental role in the construction of the peer support network [58][59][60]. This implies educating the classmates [61] and, specifically, a good teaching action to ensure that the classmates of children with autism learn to recognise the specific needs of the latter and to coexist with naturalness [27]. ...
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The aim of this study was to delve into social participation in early childhood education classrooms of centres that include students with ASD, considering social participation as a fundamental element to understand inclusion. To this end, we propose a Convergent Parallel Mixed Methods approach. A quantitative study was carried out with the participation of 85 Early Childhood Education students from centres that include students with ASD. Information was gathered through attitude and social support questionnaires. Six families and eight professionals of these centres participated in the qualitative study. In this case, interviews were conducted. The results show the need to attend to the social participation of all students already in the stage of Early Childhood Education as a fundamental part of what is understood as an inclusive classroom. Similarly, this study identifies both the factors that hinder and facilitate the response of teachers to this aspect in relation to the students, teachers, and families.
... Participants also indicated that their teachers saw their autism as their only identity, without really getting to know them personally, which inhibited the development of optimal teacher-student relationships. It is known that the quality of teacher-student relationships can promote autistic students' well-being and increase their class participation in mainstream schools (Danker et al., 2019;Emam & Farrell, 2009). Hence, the absence of a caring teacher-student relationship is especially crucial in the case of autistic girls, whose most significant difficulties are easy to miss. ...
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Autistic individuals’ experience of the inclusion process is poorly understood, especially that of female pupils. This study retrospectively explored the views of autistic women who were included in general schools throughout childhood and adolescence, from elementary to high school, to understand their unique experiences and learn more about their needs in general schools. Semi-structured interviews were conducted, data were thematically analyzed, and key issues emerged pertaining to each educational level. The women described a complex journey within the general education system. Their responses highlight the need for greater attention to autistic females' patterns of behavior in research and practice. Implications and recommendations for educators and schools are provided, and directions for future research are outlined.
... Ez a képesség, hogy a világot a gyermek szubjektív szemszögéből érzékeljük, a pedagógusok által birtokolt ismeretekre támaszkodhat. A viselkedészavart mutató tanulók sikeres általános iskolai befogadása függhet ettől a gyakran a jogi szabályozásban is elvártként megjelenő tudástól (Emam & Farrell, 2009;Smith, 2012;Conn, 2014). ...
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A viselkedészavart mutató tanulók köznevelési rendszerben való helyzetét vizsgálva fontos kiindulópont, hogy a gyermekjogok szemszögéből közelítsünk ahhoz, hogy miként biztosított számukra a megfelelő oktatáshoz való jog. Tanulmányunkban ehhez elsősorban a nemzetközi jog különböző dokumentumait vesszük alapul. Az ezekben megjelenő emberi jogi elvek mentén azt vizsgáljuk, hogy ezek milyen mélységben tartalmazzák, illetve miként értelmezik és alkalmazzák azokat a megvalósítás érdekében. Tekintettel arra, hogy a vizsgálat tárgyát képező személyi kör egyrészről a gyermek, másrészről sajátos nevelési igényű tanuló, kutatásunk kiindulópontja a gyermekek jogairól szóló nemzetközi egyezmény és a fogyatékossággal élő személyek jogairól szóló egyezmény. A tanulmányban bemutatjuk, hogy az említett egyezményekben megfogalmazott jogok hogyan viszonyulnak, illetve miként valósulnak meg kifejezetten a viselkedészavart mutató tanulók inkluzív (befogadó) oktatási lehetőségei tekintetében. Kulcskérdésünk, hogy a tipikusan fejlődő tanulók számára létrehozott oktatási rendszerben ténylegesen meg tud-e valósulni a viselkedészavart mutató tanulók számára is a befogadás, és az megfelelő hatékonysággal működik-e? Az érintett személyek jogait nem csupán szűken, az oktatásra nézve értelmezzük, de vizsgálatunk tárgyává tettük a viselkedészavart mutató tanulók egészségügyi ellátását (pszichiátriai diagnózis, gyógyszeres kezelés) érintő jogi szabályozást, valamint az oktatási rendszerben gyűjtött tapasztalatok, a kriminalizálódás lehetősége és a büntetőjog összefüggéseit.
... The implications of this are straightforward in that it seems imperative for all parents of autistic children and educators delivering academic provision for autistic children to undertake specialist SEND training to promote knowledge of autism. This complements existing research showing that internationally, in diverse communities, teachers have insufficient awareness of autism-related issues and are poorly prepared for inclusive classroom practice to involve autistic students (Emam & Farrell, 2009;McCabe, 2008;Morrier et al., 2011;Park et al., 2010;Ravet, 2018). ...
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Autistic people contend with high levels of stigma in many cultures worldwide. There is a scarcity of literature on stigma in relation to autism in faith communities and virtually no research focussing on this topic in Jewish communities. In this study, we aimed to explore experiences of stigma towards autism and sought views on what steps have and can be taken to reduce such stigma. Using an interpretative phenomenological analysis approach, we conducted semi-structured interviews with 10 participants within the UK Jewish community, in both mainstream and specialist autistic schools. Interviews were conducted over 2 months in 2020. During analysis, 5 superordinate (central) themes and 13 subordinate themes were abstracted. Superordinate themes included ‘Stigma not specific to the Jewish community’; ‘Considerable strides made’; ‘More a lack of knowledge or denial than stigma’; ‘Fear of stigma is a real concern but not widely prevalent’; and ‘Potent factors that reduce stigma in the Jewish community’. We recommend workshops for greater awareness and training for teachers and parents on autism and autistic children’s experiences. We also recommend the formation of specialist autism schools in other communities and promotion of positive narratives concerning autistic people, as this successfully reduced stigma within the Jewish community. Lay abstract Autistic people contend with high levels of stigma in a wide array of cultures worldwide. There is a scarcity of literature on stigma in relation to autism in faith communities, with some limited research on this issue in Christian, Muslim and Hindu populations. There is virtually no research focussing on this topic in Jewish communities and to our knowledge, none at all within UK Jewish contexts. In this study, we aimed to explore experiences of stigma towards autism and sought views on what steps have and can be taken to reduce such stigma. Using an interpretative phenomenological analysis approach, we conducted semi-structured interviews with 10 participants within the UK Jewish community, including parents, rabbis, SENDCos, teachers, and headmasters of autistic children in both mainstream and specialist autistic schools. Interviews were conducted over 2 months in 2020. During analysis, 5 superordinate (central) themes and 13 subordinate themes were abstracted from the data. Superordinate themes included ‘Stigma not specific to the Jewish community’; ‘Considerable strides made’; ‘More a lack of knowledge or denial than stigma’; ‘Fear of stigma is a real concern but not widely prevalent’; and ‘Potent factors that reduce stigma in the Jewish community’. We recommend workshops for greater awareness and training for teachers and parents on autism and autistic children’s experiences. We also recommend the formation of specialist autism schools in other communities and promotion of positive narratives concerning autistic people, as this successfully reduced stigma within the Jewish community.
... Pupils with ASD are sometimes viewed as more difficult to include than other learners with SEN (House of Commons Education & Skills Committee, 2006). Teachers report experiencing tension when dealing with the difficulties these students have in social and emotional understanding (Emam & Farrell, 2009) and regard teaching students with ASD as particularly challenging (Simpson et al., 2003). As prevalence rates of ASD are so high in school settings and the impairments experienced can impact the classroom in different ways depending on the severity of behaviours displayed (Leonard & Smyth, 2020), it is important to assess the attitudes towards the inclusion of students with ASD specifically. ...
Article
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Educator attitudes towards inclusive education impact its success. Attitudes differ depending on the SEN cohort, and so the current systematic review is the first to focus solely on students with autism spectrum disorders (ASD). Seven databases searched yielded 13 relevant articles. The majority reported positive educator attitudes towards ASD inclusion but with considerable variety in the measures used. There were mixed findings regarding the impact of training and experience on attitudes but, where measured, higher self-efficacy was related to positive attitudes. In summary, educator ASD inclusion attitudes are generally positive but we highlight the need to move towards more homogeneous attitudinal measures. Further research is needed to aggregate data on attitudes towards SEN cohorts other than those with ASD.
... Teachers believe that in order to provide appropriate behavioural and educational support for children with ASD in regular schools they need to have a higher level of expertise and specialised training (Lindsay et al. 2013). This finding is not surprising given that educating children with ASD presents teachers with the most significant instructional challenges (Ruble, Usher, and McGrew 2011;Emam and Farrell 2009) and many teachers do not feel competent to implement instructional methods with children with ASD (Talib and Paulson 2015). It is important to note some of the disability-specific instructions for children with ASD. ...
Article
Teachers' attitudes towards the education of children with autism spectrum disorder (ASD) play a significant part in successfulness of the inclusive education. The goal of the present study was to examine the attitudes of teachers from Bosnia and Herzegovina (BIH) towards the inclusion of students with ASD in general education classes. The sample for this study comprised 105 elementary school teachers (75 females, 30 males) from different parts of BIH. We examined the attitudes in relation to teachers' age, gender, education level, experience in work with children with ASD, self-efficacy, and additional training on ASD. The findings of this study indicate mainly positive attitudes of teachers towards the inclusion of students with ASD. However, at the same time, results reveal a sense of non-competence of teachers in providing educational and behavioural support to students with ASD. Teachers who had ASD training and who felt competent to work with children with ASD had significantly more favourable attitudes than teachers without such training and without a sense of teaching competence. Gender, age, and education level had no significant effect on the teachers' attitudes. Results of this study clearly indicate the need for additional teacher training regarding the education of children with ASD.
... Although teachers have been found to form positive attitudes toward students with ADHD with an increase in contact frequency (Anderson et al., 2012;Pedersen et al., 2014), they may also experience anxiety and tension at the same time. Pressures related to meeting the learning needs of students with and without autism spectrum disorders in the same class, as well as navigating possible behavioral problems among students with autism spectrum disorders, can create anxiety-building experiences for teachers (Emam & Farrell, 2009). Future research should explore if these pressures could also be true for teachers who are teaching students with ADHD in a general PE setting and if contact quality such as contact experiences with reduced anxiety might be a better predictor of participants' attitudes toward teaching students with ADHD than contact frequency. ...
Article
Purpose: This research was undertaken to examine predictors of physical education (PE) teachers' attitudes toward teaching students with attention-deficit/hyperactivity disorder in general PE. Method: In-service PE teachers (n = 151) in Hong Kong completed a multi-section survey measuring demographic variables, attitudes, self-esteem, and intrapersonal and interpersonal mindfulness. Survey data were mainly analyzed through multiple regression analyses. Results: The results showed that special education-related coursework and self-esteem were positive predictors of attitudes. However, they were no longer a significant predictor after mindfulness was entered into the regression model while both types of mindfulness positively predicted attitudes. Discussion/Conclusion: Self-esteem as well as intrapersonal and interpersonal mindfulness play an important role in predicting PE teachers' attitudes toward teaching students with attention-deficit/hyperactivity disorder. Related training components may be included in the professional development programs for improving PE teachers' attitudes.
... There is no doubt that the presence of support teachers can raise the children's satisfaction concerning the school work, improving their attention, their motivation and their behavior (Blatchford et al., 2009a). In particular, the support teacher can, on one hand, reduce possible tensions between the child with ASD and other pupils or with the class teacher (Emam & Farrell, 2009). On the other hand, the support teacher becomes an important figure, especially in case the child with ASD has, for any reason, to change her class teacher (Alston & Kilham, 2004). ...
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The teacher-child relationship fulfils critical functions for the well being of the child, affecting emotive development, academic achievements, behavioral conducts and relationships with peers. The goal of the presented study is to compare the perceptions of the class teacher and of the support teacher concerning their relationship with subjects with autistic spectrum disorders (ASD; N=14; Mean age =90.07 months; SD=19.36) and with children of the control group (4 classmates per every subject of the experimental group, for a total of 56 pupils, Mean age = 80.36 months; SD=18.33). The perception by the teacher of the class, concerning the relationship with children with ASD, is characterized by higher levels of Conflict, and lower levels of Closeness, if compared with perceptions about the relationship with children of the control group (Conflict: t=-3.317; df= 14.931; p<0.01; Closeness: t= 5.638; df = 65; p < 0.001). The perception of the two teachers only correlates with regards to the Conflict dimension (r=0.769; p < 0.01). In reference to the child's adaptive skills only the social skills scale correlates with the Closeness. This is true in the perception of the support teacher (r=0.598; p<0.05). Finally, we take into account how the perception of the relationship relates with the socio-personal and professional data of the teachers and with the social features of the children.
... In line with these theories, the difficulties young people with ASD may encounter have been found to have an impact within school. A study conducted by Emam and Farrell (2009) found that children's difficulties with social and emotional understanding, in line with ToM, had an impact on their relationship and interactions with their teachers. In addition, Frederickson and Cline (2015) note that children with weak central coherence may struggle when generalising their learning in schools and with incidental learning opportunities. ...
Article
The number of young people being home educated has risen considerably, with a reported 20% increase each year across the last five years (Association of Directors of Children’s Services, 2019). In particular, there has been an increase in young people with Special Educational Needs (SEN) becoming home educated (Hopwood et al., 2007; Jeffreys, 2017). Several studies focusing on home education for young people with SEN found that a high number of participants had Autism Spectrum Disorder (ASD) (Kendall & Taylor, 2016; Parsons & Lewis, 2010). Despite this, research exploring the views of young people with ASD about their home education experience is scarce, particularly research that solely gathers the views of the young person. Therefore, the current research aims to explore the views of young people with ASD, in Key Stages 3 and 4 regarding their experiences of home education. The study adopts an Interpretative Phenomenological Analysis approach to gather the views of four young people using semi-structured interviews. Five master themes were interpreted from the participants’ accounts of their experience of home education. These themes were: learning experiences; support and resources; child-centred learning; impact on self; and interpersonal relationships. Themes reflected an overall positive experience, however also suggested that it may not be a positive experience for all. The findings are discussed in light of theory and literature. Methodological considerations are addressed, particularly regarding the challenges of gathering the views of young people with ASD. The potential implications for Educational Psychologists (EP), schools, Local Authorities (LA) and the wider government are acknowledged, in particular: developing knowledge around home education; enabling insight around strategies that can be utilised across home and school settings; the need for a potential reconsideration of the EP role and potential actions that LAs can employ to support home educating families. The findings also illuminate a number of suggestions for future research.
... The reality is that, in many countries, there is insufficient input on teaching children with SEND in initial teacher education courses and limited in-service training on SEND that is available to teachers. This means that many teachers do not have the relevant attitudes, knowledge, and skills necessary for including children with a wide range of SEND in their classes and are also concerned that there will be insufficient material and financial resources, and in particular support staff, to effectively implement a policy of full inclusion (Avramidis et al. 2000;Emam and Farrell 2009). ...
Article
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This pilot study focused on analyzing the impact of regular participation in Snoezelen sessions on the responses of the tested subjects. Ten subjects were divided into experimental and control groups, with repeated stays of children in the multisensory Snoezelen room being monitored. The results suggest that this practice can positively influence changes in participants' responses. Five sensory areas stimulated in the mul-tisensory Snoezelen room were considered during the experiment. The evaluation focused on the overall change in reactions to objects used during Snoezelen sessions. Since Snoezelen emphasizes the experience and development of the individual as a whole, the assessment was not limited to individual senses but reflected the individual responses of each participant. The research provides new insights into the potential benefits of regular participation in Snoezelen sessions, highlighting the multidimensional nature of this therapy. These findings can serve as a basis for further studies and optimization of the use of multisensory rooms for the benefit of individuals with various needs with recommendations for pedagogical practice.
Article
Supported employment initiatives with work experience (e.g. internships) can increase employment rates for autistic people. However, such initiatives (a) are often not evidence-based, (b) focus on quantitative outcomes such as employment rates and (c) examine group-level changes without considering individual variability. Considering the effects that (un)employment can have on autistic people's well-being, it is important to examine the wider impact of supported employment initiatives. This study evaluated the long-term employment and wider outcomes of autistic adults who engaged with a supported employment internship initiative at group and individual levels. Autistic adults without a learning disability ( N = 27, ‘interns’; M age = 23.3) involved in internships across seven organisations, participated in the study. Interns reported on (a) employment-related characteristics, (b) daily living skills, (c) general self-efficacy, (d) quality of life and (e) mental health pre-internship at six and 12–24 months post-internship. The overall employment rate increased from 25.93% to 55.56% from pre- to 12–24 months post-internship, and income and number of hours worked also increased. There were improvements in daily living skills, but other wider outcome measures did not change significantly at a group level, despite individual variability. This evidence has important implications for supporting long-term outcomes for autistic people.
Chapter
This chapter was developed after a three-month exchange program (Research Tandem), which took place in Salvador da Bahia—Brazil, with a partnership between UiO and UFBA. The aim of this chapter is to analyse the needs of children diagnosed with high-functioning autism educated in public schools in Salvador da Bahia. The authors interviewed six children with high-function autism with the intention of investigating what their needs are through their own words, voices and experiences. Children with Autism Spectrum Disorder (ASD) struggle to establish social relationships, face trouble trying to recognise and understand complex emotions, and their oral communication skills may be problematic since sometimes they are unable to express what they are feeling verbally (Ali and Saad in Int J Psycho-Educ Sci (6), 2017). Also, they tend to be more sensitive to sensory stimuli such as loud noises or direct light. Nonetheless, they are physically included in regular classrooms; hence, the authors aim to analyse what the needs of this minoritarian part of the population are–regarding their scholarly context—and whether those are being covered. As mentioned previously, individuals with ASD struggle to recognise certain emotions and to talk about them; therefore, in order to ensure the comfort of the participants, this study uses a combination of drawings produced by the participants and a semi-structured interview guided by their drawings. The methodology had a positive outcome, allowing the students to express their needs and feelings in their classrooms and schools. Although every participant experienced their needs in different manners, there were some common points: the need to feel included, the need for support and representation and the need for having appropriate teaching methods. This paper addresses a current gap in the research field—which, for the most part, approaches this topic from the perspective of teachers, principals or parents. So, with the intention of doing this research differently, the authors listened directly to the voices of a silenced part of the population, in this case, children with high-functioning autism.
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This chapter provides the results from a large-scale systematic review of adjustments provided to children with special educational needs in general education classrooms. Initially, demographic characteristics of the research will be examined, including geographic region, types of school examined, diagnostic features and characteristics of participants contributing data. This is followed by a consideration of methodology and research quality. Subsequently, the nature of adjustments will be examined across the areas of assessment; instruction; curriculum; classroom environment; organisation and management; human resource use; and technology. Key findings in these areas will be contextualized and discussed. Finally, an analysis of the key themes identified across the research will be offered and some limitations of the review acknowledged.
Chapter
Inclusion of children with special educational needs in general education classrooms has been a consistent trend over several decades. Many jurisdictions have introduced legislation and processes to require adjustments to educational programs to ensure the needs of students are addressed. This chapter provides the background to a large-scale systematic review examining the nature of adjustments provided in classrooms. Issues addressed include terminology used to refer to adjustments, frameworks relevant to the provision of adjustments such as Universal Design for Learning and various multitiered approaches, as well as the role of teaching assistants. The chapter also considers approaches to examining adjustments and presents the key aims of the systematic review.
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The global shift toward inclusive education is in pursuit of creating a more equal and just society. This has lead schools worldwide to experience an increase in the number of learners with autism spectrum disorder (ASD) entering the general classroom. At the first level of contact, teachers play an important role in the implementation of inclusive education; it is therefore crucial to acknowledge their experiences. Their voices need to be heard since their experiences can contribute to doing justice to the existing policies on inclusive education. In search of teachers' subjective experiences, we framed this interpretive qualitative phenomenological research study in a social constructivist paradigm. Participants were purposefully selected from an international school in Cape Town, South Africa. We collected data through an online open-ended questionnaire, followed by an in-person focus group discussion at the school. The findings indicated that while teachers are in favour of inclusion, they experience many challenges that result in a policy-implementation gap.
Article
Guru perlu mempunyai pengetahuan dan kepakaran dalam menguruskan sosioemosi murid kecelaruan spektrum autisme agar mereka mampu belajar seperti murid lain. Kajian ini mengkaji tahap pengetahuan guru untuk mengenali tahap dan ciri-ciri sosioemosi murid autisme serta pengurusan sosioemosi mereka. Objektif kajian ini adalah untuk mengkaji tahap pengetahuan guru mengenai ciri-ciri sosioemosi murid autisme, tahap pengetahuan guru mengenai tahap sosioemosi murid Autisme dan tahap pengetahuan guru mengenai pengurusan sosioemosi murid. Kajian dilaksanakan secara kuantitatif menggunakan borang soal selidik yang telah dijawab oleh seratus orang responden. Dapatan kajian menunjukkan bahawa tahap pengetahuan guru mengenai pengurusan sosio-emosi, tahap perkembagan sosio emosi dan ciri – ciri sosio emosi murid autisme di sekolah adalah rendah. Diharapkan kajian ini dapat meningkatkan kefahaman pemegang taruh mengenai kepentingan pengetahuan guru dalam menguruskan sosioemosi murid autisme di dalam bilik darjah dan impaknya ke atas perkembangan murid autisme.
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The study used a phenomenological design with semi-structured interviews to explore rural teachers preparations for inclusive education in Zimbabwe. A sample of 20 teachers from 20 primary schools in Gutu District was interviewed along with various aspects related to their knowledge of inclusive education and strategies for including learners with autism in mainstream classrooms. The study revealed that most rural school teachers have low knowledge and skills about inclusive education. It was also found that factors such as lack of in-service training, lack of resources were among challenges faced by rural teachers in preparing for inclusive education. It is concluded that effective inclusive education is still facing a lot of challenges in rural schools in Zimbabwe and to make it a reality the study recommends that the Ministry of Primary and Secondary Education (MoPSE) and educational stakeholders should work together with rural teachers to ensure availability of equipment and materials for effective learning of both learners with or without autism. The study recommends that, provision of regular in-service training and workshops could help many teachers gain appropriate knowledge and skills in teaching learners in regular classrooms. Furthermore, rural schools are challenged to provide latest technological developments and adequate resources to facilitate inclusive learning.
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This study investigated teachers' perceptions towards the inclusion of learners with autism into inclusive classroom settings in rural schools. It mainly focused on perceptions of rural teachers and investigates on understanding and knowledge of rural teachers on autism in their classrooms. It discuss the challenges faced by rural teachers including learners with autism and the ways to overcome. A phenomenological research design underpinned in which the researcher used indepth interviews and focused group discussions on interacting with the participants about their perceptions towards the inclusion of learners with autism into inclusive classroom settings. Twenty rural primary school teachers in Chivi District were purposively sampled. Data was collected through face-to-face interviews. The findings revealed that participants had a low level of knowledge about autistic learners and also found that factors such as lack in-service training and in teaching and learning materials were among the challenges teachers face in teaching learners with autism in inclusive classrooms in rural schools. The provision of inclusive in-service training and workshops could help many rural teachers gain appropriate knowledge and skills in teaching learners with autism in inclusive classrooms. It is concluded that inclusive education is still facing many challenges in making it a reality. Therefore, the study recommends that educational stakeholders work for hand in glove with rural teachers to let every learner with and without autism learn and enjoy the benefits of education in inclusive classrooms.
Chapter
This chapter provides a summary of the current Swedish literature and educational policies around autism and young children’s preschool and schooling. In preschool and schooling, the number of children diagnosed with autism has increased in the past 10 years. Autism is characterised by deficits in social communication skills alongside restricted and repetitive behaviour and interests. Children on the autism spectrum experience some difficulties in preschools/schools and often need support to overcome the potential problems of preschool/school environments. Swedish studies have shown that preschool and school teachers struggle to meet the needs of children on the autism spectrum. The chapter concludes with key reflections to enhance collaboration between educators and parents to support children on the autism spectrum.
Article
Early elementary students on the autism spectrum are at risk for poor quality student-teacher relationships (STRs), a key contributor to student outcomes. However, these students' own appraisals of their STRs are nearly absent from the literature. This study examined children's perspectives of STRs and agreement with teacher-reported STRs for a sample of young autistic students (N = 136; 5–9 years). Although a majority of students responded affirmatively to items reflecting positive perceptions of STRs (e.g., 80.7% reported liking their teacher, 75.0% reported being liked by their teacher), results also revealed that some students perceived negative STR experiences (e.g., 14.7% reported that they get angry with their teacher, 17.6% reported that they get in trouble a lot). Student and teachers' scores were not significantly correlated, suggesting that students and teachers may have unique perspectives on specific aspects of their relationship.
Article
It is well-known fact that education students with Autism Spectrum Conditions (ASC) receive in general classroom plays a great role in their behaviors to develop positively. However, including students with ASC in inclusive education is controversial issue in educational setting. This is because the continuum of including students with ASC in inclusive education is one of the most complicated areas of education. For this reason, this study is aimed to contribute to all stakeholders working with ASC in inclusive setting by explaining barriers and offering solutions about successful inclusion of these students. In accordance with this purpose, studies in the literature were reviewed in depth. As the result of the research findings, there are several factors of inclusion which are essential to access fully inclusive education for students with ASC in general classroom. According to literature, general well-being of students with ASC, school staffs, family involvement, typically developing peers, physical and social environment, curriculum and transitions play key role about fully inclusion of students with ASC. In order to inclusive education to be successful, there should not be any barriers regarding these factors. In this study, barriers and its potential solutions of successful inclusive education is presented.
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This article explores what factors influence teachers' practices and responses towards children with autism in mainstream schools in urban India. It draws on school staff interviews and classroom observations from seven private schools in Kolkata. While teachers did not lay emphasis on the diagnosis autism, they were found to be creating spaces, scaffolding, and making accommodations, to further a child's participation within the classroom. Nonetheless visible in teachers' accounts was the constant struggle to negotiate on the one hand the needs of the child and on the other hand the realities of their classroom, as well as what they perceived as limitations of the educational system. Moreover, positively influencing and/or limiting teachers' practices were the frames set by principals and the norms dominating teachers' work in India. Re-culturing teachers' beliefs on collaboration, the purpose of school and their own responsibilities are critical for successful schooling experiences for children with autism and other disabilities.
Article
This chapter proposes a focus on in‐class academic help and students with disabilities. It presents the change of legislation in France and its consequences on the schooling arrangements of children and adolescents with disabilities. Within a mainstream classroom, teaching is provided by a general education teacher. The mainstream class thus has become the first and most recommended context for the education of a child with disabilities. The chapter questions the concept of in‐class academic help in light of French scientific literature, from the point of view of the person providing help and also from the point of view of the person receiving it. It presents the results of two PhD research projects on filmed observations of dyadic in‐class help interactions involving teachers and students with autism spectrum disorder, on the one hand, and students with a visual impairment, on the other.
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The Views expressed in this report are the authors' and do not necessarily reflect those of the Department for Education and Employment.
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This study presents data on the effects of the proximity of instructional assistants on stu- dents with multiple disabilities who are placed in general education classrooms. Based on extensive observations and interviews, analyses of the data highlighted eight major findings of educational significance, all related to proximity of instructional assistants. Categories of findings and discussion include (a) interference with ownership and responsibility by general educators, (b) separation from classmates, (c) dependence on adults, (d) impact on peer interactions, (e) limitations on receiving competent instruction, (f ) loss of personal control, (g) loss of gender identity, and (h) interference with instruction of other students. The article concludes with implications for practice related to policy development, training, classroom practices, and research.
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Perspectives of 107 pupils, parents and school staff involved in inclusion initiatives in two Local Education Authorities in the UK were obtained though interviews and focus groups. The format of the interview was semistructured, with a predetermined set of questions and prompts being delivered according to a standardized protocol. Transcripts were analysed using a qualitative procedure and commonalities and differences of view identified. All groups reported academic and social advantages as positive benefits of returning pupils with special educational needs from special to mainstream settings. Teachers identified changing attitudes and values and sharing staff expertise as important. Teachers' main concerns were organizational (planning, timetabling, curriculum). All groups highlighted some academic and social concerns, though for pupils relatively higher incidences of social concerns were recorded. All groups considered pupil progress to be a primary indicator of successful inclusion: parents placed greater emphasis on academic progress and pupils on social progress. Teachers and parents identified good planning and preparation and supportive communication as prerequisites for successful inclusion. The importance of establishing effective systems of communication is discussed in relation to the further development of inclusive practices.
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This article discusses the serendipitous findings that illustrated the importance of students' and teachers' emotions during instructional interactions. Through revisiting former assumptions and findings, this article concludes that emotion is an essential part of studying motivation in classroom interactions. Emotions are intertwined in teachers' instructional responses and students' beliefs and actions, constituting an integral part of the interpersonal processes that create classroom contexts. This article calls for new theoretical syntheses and research programs that integrate emotion, motivation, and cognition as equal components in the social process of learning.
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There is general agreement that children with Asperger syndrome have difficulties in social integration with their peers. Our current understanding of the nature of these difficulties is explained and specific strategies are described that are designed to encourage greater competence in the skills that are necessary to achieve effective social integration. While we do not have any clear scientific evidence of whether and how these strategies are successful, they provide a source of ideas for future examination by academic research and provisional remedial programmes for practitioners.
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On the assumption that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a great deal of research has sought to examine teachers' attitudes towards the integration and, more recently, the inclusion of children with special educational needs in the mainstream school. This paper reviews this large body of research and, in so doing, explores a host of factors that might impact upon teacher acceptance of the inclusion principle. The analyses showed evidence of positive attitudes, but no evidence of acceptance of a total inclusion or 'zero reject' approach to special educational provision. Teachers' attitudes were found to be strongly influenced by the nature and severity of the disabling condition presented to them (child-related variables) and less by teacher-related variables. Further, educational environment-related variables, such as the availability of physical and human support, were consistently found to be associated with attitudes to inclusion. After a brief discussion of critical methodological issues germane to the research findings, the paper provides directions for future research based on alternative methodologies.
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Children with autism are said to be poor mind readers: They have a limited understanding of the role that mental states play in determining emotions and behavior. In this research, 23 high-functioning children from the autistic spectrum (M age 9 years 3 months), 42 6-year-old controls, and 43 10-year-old controls were presented with six emotion-evoking stories and they were asked to explain protagonists' typical and atypical emotions. In the case of typical emotions, as expected on the basis of the mindblind hypothesis, children from the autistic spectrum gave few mental state explanations, referring to fewer than even the 6-year-old control group. However, in the case of atypical emotions, the autistic group performed as well as the 10-year-old controls. Their explanations for the atypical emotions demonstrate that children from the autistic spectrum indeed have the capacity to mind read (with respect to both desires and beliefs), although they do not always use this capacity in the same way as normally developing children. It is argued that the mind-reading capacity of high-functioning children from the autistic spectrum might be basically intact; unused in everyday circumstances but not necessarily defective.
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This study assessed play and social behavior of young children with autism in inclusive school settings to identify important targets for intervention. Data were collected for five children with autism and for typically developing peers. All children with autism received intervention in one-on-one settings but did not have individual education plan goals that provided systematic intervention for developing play and social skills in their school settings. Results indicated the children with autism and their typically developing peers played with a comparable number of stimulus items (e.g., toys), but the children with autism engaged in these activities for shorter durations. Both children with autism and their typically developing peers engaged in similar levels of social interaction with adults. However, the children with autism rarely or never engaged in social interactions with their peers, whereas the typically developing peers frequently engaged in social interactions with other children. The results suggest important targets for intervention.
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Variables that may be related to burnout in teachers of students with autism, including commitment to an underlying philosophy of a treatment and professional self-efficacy, were explored. Teachers using one of two different treatment approaches to autism participated: those using Applied Behavior Analysis (n = 34), and those using TEACCH (Treatment and Education of Autistic and Related Communication-Related Handicapped Children) (n = 30). Participants completed the Autism Treatment Philosophy Questionnaire, developed by the authors to differentiate between the philosophy of the approaches; Teacher Efficacy Scale, and Maslach Burnout Inventory. Results indicate a significant difference in philosophical commitment between the groups, but no differences in teaching efficacy or burnout. The relationship between a commitment to one's teaching approach and certain dimensions of teaching efficacy and burnout was found to be significant. Implications include the need for adequate training of teachers of students with autism.
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Facilitating the learning and participation of pupils with Asperger syndrome and high-functioning autism (herein referred to as AS) in mainstream schools is complex and poorly understood. We report on a small-scale qualitative study of the views and experiences of 20 such pupils drawn from four secondary schools in north-west England. Data were collected through semi-structured interviews and pupil diaries. Interpretive phenomenological analysis was used to explore how pupils with AS make sense of their educational experiences. The central theme was how participants constructed their understanding of what their AS meant to them. This was often characterized by negative perceptions of their differences, such as being `retarded' or having a `bad brain'. The links between this understanding and reported difficulties with peers and teachers, the desire to `fit in', and other themes are discussed. The implications of these findings for policy and practice in this area are also presented.
Article
The perspectives and experiences of 20 paraeducators working with inclusion students with disabilities who also present significant behavioral challenges were investigated in this research. The inclusion students were in Grades K through 8 and represented a range of disability categories (e.g., autism spectrum disorder, serious emotional disturbance [SED], learning disability, attention deficit/hyperactivity disorder [AD/HD]). Findings from this study indicate that paraeducators tend to assume high levels of responsibility for managing the academic and behavioral needs for special education students in inclusive settings. This tendency appears to be due to the nature of the job, which can create conflicting roles in meeting both the needs of inclusion students as well as those of general education teachers.
Article
AS part of Autism Awareness Year 2002, the National Autistic Society (NAS) conducted a survey of schools in seven local authorities in England, Scotland and Wales to discover the extent of the challenge posed by autism in Britain's classrooms.
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Disaffection and behaviour problems continue to be a cause of concern in many schools. Although many schemes and initiatives have attempted to address these issues, few have proved completely successful. It is suggested that in the light of the current phase of educational reforms, with its emphasis on raising standards and target setting, the role of increased assessment in the generation of these problems may have been overlooked. The experiences of a number of schools in exploring a different approach to pupil assessment emphasising the development of a number of generic ‘life skills’ are explored and the effects on these two issues discussed.
Article
The paper addresses the contrast between different elements in thinking about the appropriate educational placement for children with special educational needs. In particular, it is concerned with the tension between the widespread expressions of support for the principle of inclusion and a continuing level of support for separate special school provision. Evidence from interviews with education officers and headteachers of both special and mainstream schools in the UK demonstrates the support for inclusion as an ideal but also the relatively limited influence of such an ideal on education policy. Considerable reservations were expressed about the feasibility of inclusion, based on the types and severity of children's difficulties and the capacity of mainstream schools to meet them. Contrasting with support for inclusion was a set of views which stressed the primacy of meeting children's individual needs as overriding an ideological commitment to inclusionist ideals. Themes within utopian thinking, in particular, the distinction between hope and desire and the different functions which can be served by utopian ideals, are used to explore tensions and contradictions in the interview responses and in educational thinking more generally.
Article
This article reports a study of support for pupils with autism in a Scottish education authority. The pupils attend mainstream classes in primary schools but receive additional support from an outreach service. The study aimed to understand the nature of outreach support from a mainstream teacher’s point of view. The principal data of the project were interview transcripts from a critical-case sample of five schools. The data were subjected to two levels of analysis. First, they were grouped under five themes concerning teachers’ perceptions of support: speech and language therapy; parents, special assistants, communications, and the existing generic learning support team. Second, these five themes were reassembled as a textural and structural analysis which identified areas which influenced teachers’ perception of their own competence and the support of others. Among these areas, other professionals’ experience of working with pupils who are autistic was valued highly as a source of support.
Article
This paper presents findings from a study of the role played by learning support assistants (LSAs) in the inclusion of pupils with severe or profound learning difficulties. The data suggest that LSAs are of crucial importance in making this possible and supporting these pupils' learning. The most effective LSAs supported groups of pupils rather than individuals, offered just the right amount of support, had time for planning and reporting back to teachers; and felt a valued part of the staff team.
Article
Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university.
Article
This paper focuses on the vital part played by teaching assistants in developing inclusive practices in Northern Ireland schools. In the case of mainstream schools, this means assisting with the integration of pupils with learning difficulties in regular classrooms. In the case of special schools, teaching assistants are required to have the knowledge and skills both to cope with children and young people who have a broad range of intellectual, physical and emotional difficulties, and to promote inclusion and participation beyond the school environment. However, the teaching assistant's position with respect to qualifications, professional development, conditions of employment and career structure, considering the greatly increased and varied demands placed upon them, has not been satisfactorily resolved at national level over some 30 years. By obtaining the views of practitioners in special and mainstream schools in Northern Ireland, the paper shows that the twin needs remain of improving teacher training and in-service training in the management of other adults in the classroom, and of enabling teachers to clarify fully the roles and responsibilities of the teaching assistant to promote an inclusive learning environment.
Article
Autistic spectrum disorders (ASD) are a lifelong developmental disability that affects the way a person communicates and relates to people around them. People with autistic spectrum disorders experience difficulties with social interaction, social communication and imagination--known as the "triad of impairments". The mainstream school environment throws up a range of challenges for pupils with autism, including Asperger syndrome, especially at secondary level. Many pupils with autism find the transition from the familiar and friendly primary school environment into secondary education particularly difficult. The impairments associated with autism make the world a very unpredictable and incomprehensible place, so individuals find reassurance in setting up routines and patterns that they can control. In this article, the author describes how inclusion can work for pupils with ASD. She also describes a good practice example of a school's response to behavioral difficulties displayed by a boy with ASD.
Article
This paper reports on a study which investigated the support needs of pupils in mainstream school with a chronic illness or physical disability. The research was carried out in three local education authorities covering both rural and urban areas. In-depth, qualitative data were collected from 33 pupils in secondary school; 58 parents of primary and secondary school pupils; and 34 primary and secondary school teachers. Overall, the data from young people suggest variability in the support offered to pupils by teachers, even by teachers within the same school, and highlights the importance of teachers' awareness and understanding of special health needs. A number of areas where young people need support from teachers were identified, including: dealing with school absence; taking part in school activities; peer relationships; explaining the condition to other pupils; and having someone to talk to about health-related worries. Data from teachers and parents indicate that school staff need assistance with obtaining health-related information; ensuring health-related information is passed between and within schools; providing emotional support; the provision of medical care; and coordinating support for this group of pupils. The implications of the findings for teachers, schools and educational policy are discussed.
Article
Aims to provide school psychologists, child psychologists, and other mental health professionals working with children with the theoretical and technical basis for designing interventions that enhance relationships between children and teachers. The author draws on research in social development and relationship-systems theory to describe the role of child–adult relationships in the development of social and academic competencies and the potential of child–teacher relationships to promote healthy development. It is explicitly focused on the use of child–teacher relationships as a preventive intervention and the role of the psychologist as a consultant to the classroom teacher, the school, and the school district. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Considers the emergence of the social emotions (pride, empathy, embarrassment, and guilt) in children with autism as well as factors associated with their emergence. Possible limitations to the understanding of social emotions for children with autism and the effect of these limitations on their social relationships are considered. That authors also discuss whether and how children with autism might engage in compensatory strategies. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
Research assessing children's emotion understanding has increased over the past several years. Despite the proliferation of research, there have been few studies conducted examining the development of emotion understanding in children from diverse backgrounds. Further, there has been no research conducted examining the psychometric properties of emotion understanding measures when used with children from diverse backgrounds. A total of 597 preschool children from low-income families enrolled in Head Start (248 Spanish-speaking and 349 English-speaking) were given an emotion understanding assessment in their native language at two sessions separated by six months. All children showed significant growth in emotion understanding abilities from time 1 to time 2, with English-speaking children generally outperforming Spanish-speaking children. The psychometric performance of the measure was analyzed for both English and Spanish samples and for English-speaking children at different levels of language ability.
Article
Using an ecological systems conceptual framework proposed by Bronfenbrenner, research on the inclusion of preschool children with disabilities in programs with typically developing children was reviewed. Drawing mainly from studies conducted in the United States, research on child characteristics (biosystem), classroom practices (microsystem), family perspectives (mesosystem), social policy (exosystem), culture (macrosystem), and changes in variables across time (chronosystem) is described. Positive developmental and behavioral outcomes occur for children with and without disabilities in inclusive settings, although as a group, children with disabilities are not as socially integrated as their typically developing peers. Parent attitudes are generally positive although they voice some concerns about inclusion. Several social policy issues within the U.S. system (e.g., enforcement of standards, fiscal issues) serve as barriers to and facilitators of implementation of preschool inclusion, and cultural variables shape the nature of inclusive classrooms as well as family access to inclusive settings.
Article
Relatively little research has focused on parental perceptions and experience of educational provision in mainstream settings for children and young people with autism. Much of that which has been undertaken (and certainly that which is most widely cited) has tended to rely on samples which may not be sufficiently representative. In the study reported here, Philip Whitaker, of the Children and Young People's Service in Northamptonshire sought the views of every parent or carer of a child with an autistic spectrum condition living within one English county. Almost half the parents of the 350 children attending mainstream schools responded to a questionnaire exploring their experiences, views, attitudes and levels of satisfaction. The analysis looks at the differences and similarities between the experiences and views of the ‘satisfied’ and ‘dissatisfied’ groups of parents. Overall, 61% of respondents reported themselves satisfied with the provision being made for their children. The extent to which parents felt that school staff understood (and empathised) with their children's difficulties, and the perceived flexibility of the schools’ responses to the children's needs were the factors which most sharply differentiated the two groups of parents. The extent and quality of reciprocal communication between home and school also seemed strongly associated with levels of satisfaction. The two groups of parents shared many concerns, with the schools’ role in promoting social development and social relationships emerging as a high priority. Philip Whitaker discusses the implications of these findings for schools and for the development of local authority provision founded in mainstreaming.
Article
It is increasingly common for pupils with Down's syndrome to be offered places in mainstream primary schools. However, there is still much to learn about the impact of these placements upon children and classrooms. Recently the Nuffield Foundation funded a two-year research project exploring the inclusion of primary-aged pupils with Down's syndrome. The research focused on the inclusion of 18 pupils with Down's syndrome who attended mainstream primary schools in six local education authorities (LEAs) in the north-west of England. The research team investigated the ways in which schools manage the inclusion of pupils with Down's syndrome and the factors that contribute to the success of mainstream placements. In this article, Sam Fox, Peter Farrell and Pauline Davis from the University of Manchester discuss some of the findings from the study. These concern the support in place for the child and the attitudes of staff, other pupils and the parents of peers towards the inclusion of the child with Down's syndrome. Evidence from the 18 case studies suggests that there is no single way to guarantee effective inclusion. The extent to which a child is effectively included in a mainstream class is likely to be influenced by a number of key factors, including the way in which the teaching assistant (TA) works with the class teacher. Inclusion is more likely to be successful when the class teacher takes a central role in the management of support and the organisation of a child's daily educational experiences.
Article
A model explaining several causes and consequences of negative teacher–pupil relationships was developed. Data from 109 teachers and 946 high school pupils was analyzed using path analysis. The results suggest that teachers who prefer a custodial approach of controlling pupils, who have lower morale due to school climate conditions and who are less likely to burn out, tend to adopt conflict-inducing attitudes towards pupils. The results also demonstrate a high incidence of educational, psychological and somatic complaints in students whose characterized teachers are perceived as more hostile in their attitude towards pupils. Implications of these findings are discussed.
Article
This study followed a sample of 179 children from kindergarten through eighth grade to examine the extent to which kindergarten teachers' perceptions of their relationships with students predict a range of school outcomes. Kindergarten teachers rated children's behavior and the quality of the teacher-child relationship. Follow-up data from first through eighth grade were organized by epoch and included academic grades, standardized test scores, work-habit ratings, and discipline records. Relational Negativity in kindergarten, marked by conflict and dependency, was related to academic and behavioral outcomes through eighth grade, particularly for children with high levels of behavior problems in kindergarten and for boys generally. These associations remained significant after controlling for gender, ethnicity, cognitive ability, and behavior ratings. The results have implications for theories of the determinants of school success, the role of adult-child relationships in development, and a range of early intervention and prevention efforts.
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A cognitive education program was developed to facilitate acquisition of cognitive skills and address the learning deficits of adolescent students with neurological, developmental disabilities, and autism. This study examined the outcomes of incorporating mediated cognitive education into special education classrooms. Cognitive education provided cognitive training utilizing REHABIT materials through mediated teaching. Following a matched pair model, forty-six students were assigned to either a treatment or a control group. All students received weekly instruction in Individual Educational Program (IEP) goals. Curriculum areas included IEP objectives in reading, math, social skills, health, science and social studies. Students in the control group received regular classroom instruction. Students in the treatment group participated in cognitive educated one hour per week replacing thirty minutes of reading and thirty minutes of math. Pre and posttest comparisons on measures of intelligence, achievement and adaptive behavior showed those students in the treatment group attained higher scores across measures.
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In contrast to typically developing children, children with autism rarely exhibit cooperative social behavior. To examine whether this problem reflects global developmental delays or autism-specific deficits, the present study compared cooperation, emotional understanding, personality characteristics, and social behavior of 10 children with autism who had average IQ to those of 16 children with Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) and 10 typically developing children. In cooperative behavior, level of emotional understanding, and aloof behavior, the autism group outperformed the ADHD/ODD group and did not differ significantly from typically developing children. However, the autism group showed worse emotion recognition and more active-but-odd behavior than the other groups. The results indicate that high-functioning children with autism can develop cooperative social behavior and advanced theory of mind abilities, but continue to show deficits in identifying emotions and displaying socially appropriate behavior.