General Education Teachers’ Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies

Bolourian, Yasamine; Losh, Ainsley; Hamsho, Narmene; Eisenhower, Abbey; Blacher, Jan

doi:10.1007/s10803-021-05266-4

Cited by 28 publications

(25 citation statements)

References 60 publications

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“…The results point towards a strong focus on strategies at the school level and foremost on implementing positive attitudes in teachers as a strategy to develop inclusive education for autistic students. Developing positive attitudes towards inclusive education is important, and there is a consensus that teacher attitudes are congruent with the effectiveness of inclusive education (Bolourian et al, 2021;Segall & Campbell, 2012) which we also identified. However, beyond positive attitudes, there is a need for finding strategies for the implementation of inclusive education.…”

Section: Discussionmentioning

confidence: 80%

Strategies in supporting inclusive education for autistic students—A systematic review of qualitative research results

Petersson‐Bloom

Holmqvist

2022

Autism & Developmental Language Impairments

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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.

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Section: Discussionmentioning

confidence: 80%

Strategies in supporting inclusive education for autistic students—A systematic review of qualitative research results

Petersson‐Bloom

Holmqvist

2022

Autism & Developmental Language Impairments

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“…The current study illustrates how three kindergarten teachers gave meaning to the concept of inclusion through their play practices and strived to promote inclusion in a play-based learning framework. As they occurred in mainstream classrooms, strategies practiced by these teachers are likely to be considered acceptable and highly feasible, and those that align with previous empirical research could be incorporated into future teacher training opportunities (Bolourian et al, 2021 ). Overall, enactors provided insights into current understandings of inclusion in play-based learning, and what teachers may need going forward, to ensure that all children can be meaningfully supported and included in play.…”

Section: Discussionmentioning

confidence: 99%

Inclusive Play-Based Learning: Approaches from Enacting Kindergarten Teachers

Danniels

Pyle

2022

Early Childhood Educ J

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Policies related to the inclusion of children with disabilities in mainstream classrooms have led to questions regarding how teachers can help cultivate inclusive learning communities where all children are supported and valued. In play-based kindergarten programs, teachers are tasked with ensuring goals for children’s learning and development are cultivated in play. However, debates persist regarding the optimal role of the teacher in play and how to meaningfully support the play of children with disabilities. The current multiple case study explored the perspectives and approaches of three kindergarten teachers who highly valued, and strived to enable, participation and inclusion in play-based learning, referred to here as enactors. A minimum of three hours of observation were conducted in each classroom in the fall, and semi-structured teacher interviews were conducted in the fall and spring of the school year. Enactors shared some common themes related to implementing play-based learning to promote inclusion, including a balance of child agency and teacher guidance, involvement that is child-centred and flexible, and the importance of supporting social interactions in play. These views informed both common and unique practices observed in play, including one-on-one conversations, supporting small groups, becoming an active play partner, and collaboratively addressing problems that arose in play. These results illustrate ways enactors gave meaning to the concept of inclusion through their play practices, providing salient examples of play alongside teachers’ craft knowledge to help support inclusive play-based learning practices going forward.

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“…Teachers should also have the self-efficacy, techniques, knowledge, attitudes, and confidence to deal with the difficulties and aid students in understanding stigma [7,34,35]. The most significant concepts held by teachers concerning autism, such as social difficulties and narrow or fixed interests, demonstrated that they were aware of the main symptoms [36].…”

Section: Teachers Promote Equitable Education For Asd Studentsmentioning

confidence: 99%

Equitable Education for Bilingual Autism Spectrum Disorder Children

Adnyani¹,

Laksono²,

Anam³

et al. 2023

Proceedings of the Fifth Sriwijaya University Learning and Education International Conference (SULE-IC 2022)

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Inclusive and equitable quality education as the fourth Sustainable Development Goal (SDG) of the United Nations 2030 agenda is needed to provide education for all. All children, including those with autism spectrum disorder (ASD), have the right to get equal access and quality in learning with their peers in mainstream school. Their difficulty in social interaction and communication does not prevent them from acquiring and learning more than one language and becoming bilinguals. Bilingual children with or without autism spectrum disorder benefit from cognitive development, language skills, and executive function. Therefore, support from teachers and people in the environment to help them develop their second language with equality and equity is required as the prevalence of ASD children is increasing. This paper explores the importance of equitable education for bilingual children with autism spectrum disorder. It emphasizes what the English teacher should prepare to provide ASD students with an equitable education.

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General Education Teachers’ Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies

Cited by 28 publications

References 60 publications

Strategies in supporting inclusive education for autistic students—A systematic review of qualitative research results

Strategies in supporting inclusive education for autistic students—A systematic review of qualitative research results

Inclusive Play-Based Learning: Approaches from Enacting Kindergarten Teachers

Equitable Education for Bilingual Autism Spectrum Disorder Children

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