High School General Education Teachers' Perception of IEP Accommodations for Students with Asperger Syndrome

Abstract

Accommodations: Accommodations are practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable access during instruction and assessments for students with disabilities. Accommodations are intended to reduce or even eliminate the effects of a student's disability; they do not reduce learning expectations (Thompson, Morse, Sharpe, & Hall, 2005). Asperger Syndrome: For the detailed criteria as found in the Diagnostic and Statistical Manual-IV-TR (2000), please see Appendix A. The term "High Functioning Autism" has also been used to describe individuals who have many diagnostic similarities to those with a diagnosis of Asperger Syndrome. Asperger Syndrome is considered a medical diagnosis. Autism: The educational definition of autism, according to the Illinois State Board of Education is as follows: A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. (A child who manifests the characteristics of autism after age 3 could be diagnosed as having autism if the other criteria of this Section are satisfied.) Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance (Illinois State Board of Education, 2014b) Autism Spectrum Disorders (ASD): A developmental disability that can cause significant social, communication, and behavioral challenges. People with ASD may communicate, interact, behave, and learn in ways that are different from most other people. The learning, thinking, and problem-solving abilities of people with ASD can range from gifted to severely challenged. Some people with ASD need a lot of help in 4 21,

Tem um Estudante Autista na minha Turma! E Agora? O Diário Reflexivo Promovendo a Sustentabilidade Profissional no Desenvolvimento de Oportunidades Pedagógicas para Inclusão

“…These have already been allied to the process of inclusion of Students with Special Educational Needs (SSEN), whose success has been attested in teacher training (Carter, 2017;Novak, Murray, Scheuermann, & Curran 2009). Krones (2016) pointed out that the journal should be included in the planning strategies of professors without special education training, since they need to adapt their pedagogical practice and promote cognitive and social inclusion. Although Basic Education has benefited from research into new pedagogical techniques that promote inclusion, little attention has been directed to Higher Education (HE), which has been demanding more attention in view of the growing number of students with various educational needs.…”