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Ensuring classrooms are inclusive to all students, particularly those with disabilities such as autism spectrum disorder, is crucial in today’s educational landscape. It is vital that educators are prepared and knowledgeable on the current best practices and policies in order to provide these students with the most thorough education possible. Rethinking Perception and Centering the Voices of Unique Individuals: Reframing Autism Inclusion in Praxis introduces a new model of reframing autism spectrum disorder inclusion for professors of preliminary teacher candidates and provides meaningful understanding and support for professors who prepare preliminary teacher candidates. Covering key topics such as equity, mental disorders, inclusive education, and educational reform, this reference work is ideal for administrators, stakeholders, policymakers, teacher educators, counselors, researchers, academicians, scholars, practitioners, instructors, and students.
This book presents an international research-based framework that has empowered parents of children with autism spectrum disorder (ASD) to become critical decision makers to actively guide their child’s learning and self-advocacy. Parents can use this framework to identify their child’s vision and dreams, and to work with educators and service providers to establish specific learning goals and to implement effective interventions and programs that enable their child to achieve those goals and realise their vision for the future. The book begins by reviewing available research on evidence-based practice for children with ASD and outlining the Cycle of Learning decision-making framework for parents and professionals. Throughout the remainder of the book, case studies are presented to illustrate the ways in which different parents have successfully utilised this framework to develop effective plans for their child and to advocate for learning and education programs for both their child and other children with ASD in school and community settings. In addition, it highlights concrete examples of how parents have used the framework to empower their children with ASD to develop their self-awareness and self-determination, and to be able to self-advocate as they move through adolescence and into adult life.
This research compares the perceptions that parents of children with and without disabilities have of inclusion as it relates to the developmental gains for all children as measured by Creative Curriculum within the inclusive setting. The 4 areas of development that Creative Curriculum uses to measure achievement are social, language, physical, and cognitive developmental gains. Participants included 23 parents of children with and without disabilities who attend a preschool center in a suburb of a large metropolitan area in North Carolina. The preschool program includes children who are diagnosed with disabilities and receive services under the Public Preschool Program (Part B, Section 619) of the Individuals with Disabilities Education Improvement Act (IDEA) as well as children who are typically developing and receive services through the Head Start program of North Carolina which serves families with limited incomes. A survey was distributed to participants and data results were analyzed to determine parent perceptions of children's developmental gains within the 4 areas of development as measured by Creative Curriculum. The data from these surveys indicated overall positive parent perceptions of the inclusive classroom as it related to their child's developmental gains from both parents of children with disabilities and children without disabilities.
This book is the first to offer a comprehensive overview of Naturalistic Developmental Behavioral Interventions (NDBI), which are evidence-based interventions that integrate both behavioral and developmental approaches in the treatment of children with Autism Spectrum Disorder.
Powerful moral, social justice and political arguments have convinced parents that it is their democratic right to place their children on the autism spectrum into mainstream educational environments so that their children may eventually take up their rightful place in a mainstream adult life. But what is really happening for some of these parents when they try to gain and maintain an appropriate education for their child in these mainstream contexts and beyond? What is the educational experience like for these families who are in the midst of this generational change from historical exclusion to inclusion? Current research indicates that while islands of excellent mainstream inclusive practice do exist the educational experience for many students on the autism spectrum can often be one of hostility, inconsistency and unreliability. Without appropriate understanding of best practice educational methods, these students can present an inordinate educational challenge to both parents and educators alike. How do parents deal with such complex educational profiles? How do they continue to maximize their children’s development over time? What are the barriers that hinder their quest? What are the facilitators that help their quest? To answer these questions, this book provides an in-depth, recent examination of the real life journeys of families who attempted to gain an appropriate education for their children on the autism spectrum including the areas of diagnosis, early intervention, mainstream schooling, home education, segregated schooling and transition to work and further study. Jasmine McDonald BA DipEd MSpecEd (Hons) PhD, is affiliated with the Telethon Kids Institute, University of Western Australia, Perth, Australia. Her current work includes trialling a peer-to-peer mentoring program for tertiary students on the autism spectrum. This program runs at Curtin University in Western Australia and will be replicated and evaluated at the University of Western Australia. The results will eventually be shared through the Australian Government Autism Cooperative Research Centre (CRC) website (http://www.autismcrc.com.au/).
This study explored parents' perspectives about inclusive education for their children with autism in the state of Illinois, USA. A qualitative ethnographic research design was used to analyze data from Skype interviews with five parents of children with autism (Pre-K through fifth grade). Parents were recruited using a convenience sampling technique, and subjective data was collected through semi-structured interviews. Participants' responses were analyzed through developing descriptive and interpretative emerging themes and their given codes. Seven emerging themes arose from the parent interviews. These themes revealed that although parents believe that inclusive education is an effective and beneficial program for their autistic children, these children require additional resources from general education teachers and school districts to help them cope with their educational needs and behavioral issues. However, some parents expressed empathy for general education teachers in inclusive classrooms that outweighed other concerns they may have had and allowed them to place their children in these environments for their benefit. This study's findings will help improve services for children with autism and resolve parental concerns about placing their children in inclusive education.