Engaging young people with <scp>A</scp>utism <scp>S</scp>pectrum <scp>D</scp>isorder in research interviews

Harrington, Caitlin; Foster, Michele; Rodger, Sylvia; Ashburner, Jill

doi:10.1111/bld.12037

Cited by 77 publications

(68 citation statements)

References 31 publications

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“…Harrington, Foster, Rodger & Ashburner (2014) affirm the value of long studies because they allow more in-depth knowledge of situations already studied.…”

Section: Methodmentioning

confidence: 76%

Inclusive practices: the role of the support teacher

Pérez¹,

Naranjo²,

Guasp³

2017

RIFIE

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The aim of this article is to reflect on the need for a change in the role of the support teacher, moving from therapeutic or integrative positions towards an inclusive educational model based on the results found in a longitudinal case study carried out in an ordinary school in Catalonia. The results of this research allow us to discover and analyse the functions, tasks and actions of support teachers in inclusive classrooms.This research is based on three key axes: the transition from integration to inclusion as a conceptual and attitudinal change necessary to modify paths to inclusion; the conceptualisation of what can be considered and defined as good inclusive practice; and the role of the support teacher in ensuring the presence, participation and progress of each one of the students in the classroom, whatever their characteristics. The concept of inclusion.Inclusive educational approaches are a response to discriminatory models. For this reason, international organisations like the UN and UNESCO have been working for years to ensure a fairer approach, respecting individual differences and the charsacteristics of each child. This work is based on the Declaration of Salamanca, in which the need for schools for all was manifested (OHCHR, 2013;Muntaner, 2010).Inclusive practices: the role of the support teacher Jesús Soldevila Pérez*, Mila Naranjo Llanos*, Joan Jordi Muntaner Guasp** *Universitat de Vic-Universitat Central de Catalunya, ** Universitat Illes Balears ABSTRACT The purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning.Keywords: inclusive education, good inclusive practice, support teacher, special education teacher, educational change.Prácticas inclusivas: el rol del docente de apoyo RESUMEN El propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio...

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“…Harrington, Foster, Rodger & Ashburner (2014) affirm the value of long studies because they allow more in-depth knowledge of situations already studied.…”

Section: Methodmentioning

confidence: 76%

Inclusive practices: the role of the support teacher

Pérez¹,

Naranjo²,

Guasp³

2017

RIFIE

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“…Previous research has suggested that some individuals with AS may experience difficulties in recalling personally experienced distant memories in detail (Harrington et al, 2013). Thus, using retrospect interviews in which questions about past events are asked may present a particular challenge.…”

Section: Choice Of Design and Data Collection Methodsmentioning

confidence: 99%

“…Several strategies were used in order to help young adults with AS or ADHD to remember past events. Questions were asked about three educational stages, middle school, high school and upper secondary school, in line with suggestions from previous research (Beresford et al, 2004;Harrington et al, 2013), suggesting that sequences of events may be easier for youths to answer questions about. In particular, use of a timeline on which significant events/experiences were placed was especially influential in helping young adults with AS or ADHD to recall earlier experiences.…”

Section: Choice Of Design and Data Collection Methodsmentioning

confidence: 99%

“…Semi-structured interview guides provide subject areas within which the researcher is free to build a conversation with the participants by exploring, probing and asking follow-up questions (Patton, 2015). In Study III, the focus was on retrospective accounts of young adults' experience of support, and in Study IV the focus was on their current situation in relation to education and work, and were used to build a conversation in which the researcher could elucidate and exemplify the participants' descriptions (Harrington et al, 2013;Patton, 2015).…”

Section: Interviewsmentioning

confidence: 99%

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Support in school and the occupational transition process : Adolescents and young adults with neuropsychiatric disabilities

Baric¹

2016

Linköping University Medical Dissertations

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“…This section critically reflects on utility of the strategies used to facilitate the participation of the students in their interviews (for a more detailed discussion see Harrington et al, 2013) 2 . Students were given the option to have a parent present during their interview.…”

Section: Facilitating the Participation Of The Students In The Intervmentioning

confidence: 99%

Square pegs in round holes: The mainstream schooling experiences of students with an Autism Spectrum Disorder and their parents

Harrington¹

Self Cite

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There has been an international movement towards inclusion and consequently an increasing number of children with Autism Spectrum Disorders (ASDs) attend mainstream schools. In recent years there has been a growth in cross-sectional research that seeks to understand the experiences of students with ASD in mainstream schools. This research indicates that students often experience bullying, a lack of understanding from teachers and peers and frequent suspensions and exclusions.To date there has been little research to explore the participation of students with ASD in mainstream school over time. There is a need to understand participation in mainstream school as a This thesis makes a contribution to knowledge about the participation of students with ASD in mainstream school by incorporating the perspective of students with ASD and their parents and more so, by considering participation across schooling years as a whole. It also makes a contribution to methodological knowledge about doing inclusive research with young people with ASD.

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Engaging young people with Autism Spectrum Disorder in research interviews

Cited by 77 publications

References 31 publications

Inclusive practices: the role of the support teacher

Inclusive practices: the role of the support teacher

Support in school and the occupational transition process : Adolescents and young adults with neuropsychiatric disabilities

Square pegs in round holes: The mainstream schooling experiences of students with an Autism Spectrum Disorder and their parents

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