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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.
The concepts of inclusion and inclusive education for children with special education needs (SEN) have been widely accepted as imperative undertakings in the education spectrum. This book posits the practice of these ideas by scrutinizing the methodologies adopted by varied nations of the two regions towards inclusive education along with juxtaposing the dichotomous observations to enable a dialogue regarding the actualization of inclusive education. The book looks at the distinct approaches taken by Northern and Eastern European education systems to realize inclusive education for children with SEN and aims to enable a space for dialogue wherein the reader would be able to access the cultural context of each practice, expand their cognizance regarding the concept of inclusivity and develop a more nuanced and sensitive approach to inclusive education. In the act of exploring the myriad ways in which inclusivity is practiced in the two regions, the book thusly provides insights into the pluralities and significance of inclusion in the education sector across a global spectrum. The anthology will be of interest to a vast range of audience, videlicet, individuals, students, researchers, professionals, et al., invested in the education sector, special needs education and pedagogy. It further proposes appeal for individuals interested in performing scientific research on the subject. The book practically aims to be of interest for any individual invested in the discipline of education, development of community and the topics pertaining to education for children with SEN.
This handbook provides educators and school practitioners with a practical resource to successfully support speaking and non-speaking autistic students in K–12 school settings. Each chapter discusses an approach founded on current research on the self-reported school priorities of autistic students, which historically have been overlooked in research and education. Incorporating the views and experiences of autistic students promotes the use of human-rights-centered pedagogies and ensures that evidence-based practices are both ethical and effective in supporting the learning and well-being success of autistic students. The informative content challenges assumptions of normative ability and highlights opportunities where evidence-based practices to support autistic students can be used alongside inclusive best practices to improve the educational experiences of all students. This handbook's flexible and easy-to-use design can be used in its entirety or as a reference tool for school practitioners, teachers, and parents.
The purpose of this qualitative action research study was to examine parents’ perspective on community integration and social inclusion of their elementary and middle school age children with autism and developmental cognitive disabilities. The information obtained addresses the research question: How can I as a teacher help parents with community integration and social inclusion of their children? The data was collected through four face-to-face interviews. All of the participants’ children have developmental disabilities of Autism Spectrum Disorder (ASD) as well as cognitive delays and communication disabilities. Four themes emerged from the data (a) what is working, (b) what is challenging, (c) hopes and dreams, and (d) how to get there. The findings reflected that the participants’ belief that their children need to develop skills targeted to increase their success in social inclusion and integration into the community. The data further indicated that community outings would be less stressful for the parents if there were more community awareness of autism and more tolerance of the behaviors associated with the disability. There is a great need for assistance for the parents while out in the community. These conclusions led to recommendations in the areas of establishing routines, increased autism awareness, and more assistance to the families.
The purpose of this volume is to explore personal, family and theoretical constructions of inclusion and offer evidence-based strategies and resources to foster parent-professional home-school collaborative partnerships.
The dissertation study is focused on an investigation of the attitudes on inclusive education and the Chinese approximation of it--the "Learning in Regular Classrooms" (LRC) by parents of children having autism or intellectual disability in urban China, as well as their perceptions of their children in terms of their disabilities, in reference to their typical peers. 16 qualitative interviews were conducted on parents of pre-school and school-aged children with autism and Down's syndrome, from two metropolitan cities, Beijing and Chengdu in China. It was found that although most of the parents possessed concrete understanding of inclusive education, the poor implementation of LRC, as well as the unsupportive climate on disability in the outer society constantly made them feel the huge gap in practice. However, they unanimously expressed their determination to have their children mainstream in LRC, in comparison to the special educational schools, based on their ultimate goal for their children to enjoy an independent and honorable life in the future. In support of the aim at securing the LRC placement, the parents also listed a number of mental and pragmatic strategies to tackle the challenges the LRC placement could confront them with, especially the severe stigmatization brought about by being disabled in China, from the school administrators, typical peers, teachers, and others.
Each year there is a growing emphasis on the inclusion of students with special needs into the general education population. This book is a tool for teachers who have a student or students in their classroom whose behaviors are impeding their learning.
Inclusive education has grown as an international movement to not only support students with disabilities but also promote equitable access, participation, and success for all students. This book will transform the capacity of teachers and specialists working with students and families to effectively support an inclusive approach to education for students on the autism spectrum. This book addresses the urgent need to identify inclusive educational environments and strategies for students on the autism spectrum so that they have the best chance of social, behavioural, and academic success at school. Teachers who include students on the autism spectrum in primary and secondary classrooms require greater knowledge of how they can best support the learning, social, and behavioural needs of their students. Without such knowledge, the consequences can include unsatisfactory learning experiences for all students, and interrupted schooling for the student on the autism spectrum through reduced attendance and retention, lower academic performance, exclusion, disengagement, and pressure on parents to make alternative arrangements for their child’s education. Inclusive education is socially, emotionally, and academically beneficial for all students and positively impacts on respectful attitudes to difference. This book presents innovative, evidence-based practices that will build the capacity of teachers and specialists implementing an inclusive and contextually relevant approach to education that will support students on the autism spectrum and meet the diverse needs of all students in their classrooms.
Parenting and educating a child with an autism spectrum disorder (ASD) is a unique experience for many reasons. Too often, the K-12 school system overlooks the needs of children with ASDs or educators find themselves unprepared to provide a learning environment that fulfills these needs. Parents of children with ASDs must also stay informed on autism support services, school system practices, developmental pediatrics, and more in order to be an active voice in how their children are supported within the school system. Understanding Parent Experiences and Supporting Autistic Children in the K-12 School System shares the experiences of children with ASDs in order to develop more supportive practices for these children as they navigate the K-12 system. It also offers best practices, strategies, and information for educators to provide a sufficient learning environment to support children with ASDs within their classrooms. Covering topics such as assistive tools, inclusive practices, and parent experiences, it is an ideal resource for K-12 administration and faculty, educators, pre-service teachers, policymakers, parents, researchers, and academicians.