Collaborative Support for Inclusion

Abstract

Nowadays, in Catalonia, students with autism spectrum disorders (ASD) are increasingly in regular schools although their presence, participation, learning and success are unequal. Barriers towards inclusion often depend on how to organise supporting at regular schools and the teachers’ collaboration during this process. In this paper, the support management and teachers’ collaboration of four schools (three in primary and one in secondary education), from the surrounding of Barcelona, are analysed. Through the application of the Index for inclusion, interviews to 12 teachers (4 tutors, 4 support teachers and 4 members of management team) and observation of 26 children with ASD, results show some types of support: ones aimed at ASD students in specific classrooms, the others aimed in regular classroom. Organising support in schools depends on multiple variables; nevertheless, the support teacher role and the teachers’ collaboration are some of the key ones.

Schooling for Pupils with Autism Spectrum Disorder: Parents’ Perspectives

“…In addition, the researchers found that teachers emphasized the need for versatile professional development to be available when needs arise. Sanahuja-Gavaldà et al ( 2016 ) reported that barriers to inclusion often depend on how the school organizes support and teacher cooperation during this process. Schlieder et al ( 2014 ) reported that the large increase in the number of children with ASD affects inclusion in mainstream schools, and that there is a need for teachers who are skilled in evidence-based methods to support pupils with ASD.…”

Meaningful Learning Effectiveness Related to Nets Codes in Students with Autism Spectrum Disorder

“…However, it´s necessary have support well systematized that facilitate the development of the learning of students with ASD, deepening all the factors that influence meaningful teachinglearning [17]. This systemic interaction is developed through intersection of inherent thought process, which is linked to a semantic-pragmatic process about its own functioning dynamics, through which it´s understood and, finally, encoded [18][19][20].…”

Modeling the Sustainable Educational Process for Pupils from Vulnerable Groups in Critical Situations: COVID-19 Context in Lithuania, Latvia, and Estonia

“…It is, therefore, important to promote teachers' confidence in the abilities of self-regulatory learning of all pupils, recognizing their uniqueness, while treating difficulties as barriers that are overcome by the universal modeling of educational processes [36,37]. In this manner, support for pupils with special educational needs is transferred from specialized classrooms to general classrooms, strengthening the role of teacher support through the modeling of the educational process and cooperation with specialists [38]. Teachers, by preventively anticipating possible barriers to pupils' learning in the educational process, make planned adaptations to the educational process and implement them not through individual intervention but by treating these adaptations as an integral part of the lesson plan [39].…”