Improving the Process of Inclusive Education in Children with ASD in Mainstream Schools

Gavaldá, José María Sanahuja; Tan, Qinyi

doi:10.1016/j.sbspro.2012.06.200

Cited by 24 publications

(16 citation statements)

References 13 publications

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“…Based on the results of the research that has been explained, the implementation of inclusive education in this kindergarten has been carried out well in terms of implementation objectives, educational goals, facility readiness, school management, assessment and identification of children with special needs, assessment of learning outcomes and reporting. As explained by Gavalda and Qinyi that important characteristics in inclusive education lie in early and intensive identification, high family involvement, special training for teachers, ongoing assessment [19]. However, for the provision of special education teachers, this school does not have a special education teacher and still does not have a special curriculum for children with special needs.…”

Section: Discussionmentioning

confidence: 99%

Description of Implementation Inclusive Education for Children with Special Needs in Inclusive Kindergarten

Anggia¹,

Harun²

2019

Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

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In essence, the needs of early childhood differ from each individual both in their physical motor development, language and their personal needs. Especially for those who have abnormalities in their development who need special treatment. Therefore inclusive education is important to provide a place for children with special needs to be able to socialize with regular children. This study aims to describe the implementation of inclusive education with children with special needs in kindergartens in Indonesia, to describe management of inclusive education management in kindergartens in Indonesia and to describe learning and learning tools used for early childhood with special needs in inclusive education. This research was conducted with descriptive approach research method using interview guidelines. Based on the results of the research that has been done, the implementation of inclusive education in this kindergarten has been carried out well in terms of implementation objectives, educational goals, facility readiness, school management, assessment and identification of children with special needs, assessment of learning outcomes and reporting. However, for the provision of special education teachers, this school does not have a special education teacher and still does not have a special curriculum for children with special needs.

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Section: Discussionmentioning

confidence: 99%

Description of Implementation Inclusive Education for Children with Special Needs in Inclusive Kindergarten

Anggia¹,

Harun²

2019

Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

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“…The communicative, social, and cognitive impairments that characterize students with autism present unique challenges for their online learning and online teaching for the teachers (Gavaldá & Qinyi, 2012).…”

Section: Understanding Asd and The Challenges Facing Students With Asmentioning

confidence: 99%

Recommendations to Improve Education for Students with Autism through Distance Learning Strategies and Assistive Technologies during the COVID-19 Pandemic

Alkhoui

2021

ijhass

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The COVID-19 pandemic has created new educational challenges and presented new opportunities for educators and students with learning disabilities, especially due to the increased awareness and focus on inclusive education. While extensive research has been done on effective strategies for teaching students with autism in an inclusive classroom environment, there is minimal research conducted on strategies for distance learning education for students with autism. This group is at a higher risk of being excluded from online education compared to their peers who have no learning difficulties. Recommended strategies for enhancing effective online education for students with autism include strategies for developing instructional materials. Another is collaborative engagements with all stakeholders to develop an understanding of each student’s strengths and weaknesses. The other is the provision of teacher training and continuous professional development. Next up is developing strategies for creating effective home-based learning environments such as providing all the required infrastructure for online learning. Finally, are strategies for instructional delivery such as the use of effective assistive technologies such as Zoom, collaboration with caregivers, and ensuring the active engagement of the students during instruction delivery.

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“…Across the world, studies of IE for children with ASD focus on (a) the effects of subjective and objective factors on the ability to learn inclusively for children with ASD (subjective factors include childrens' functional level, whether high functioning or low functioning autism, and the developmental history of each child; objective factors include education history, especially whether the child has had early intervention, and forms of IE; Eldar, Talmor, & Wolf-Zukerman, 2010;Zuki & Rahman, 2016); (b) effective IE measures (Davidson, 2015;Denning & Moody, 2013;Gavaldá & Qinyi, 2012;Simpson, de Boer-Ott, & Smith-Myles, 2003;Wilson & Landa, 2019); (c) the effect of IE on the development of the areas of school skills, communication, and social interaction (Lal, 2005;Ncube, 2014;Runcharoen, 2014); (d) comparing the effectiveness of IE to specialized separate education (Waddington & Reed, 2017);…”

Section: Research Of Inclusive Education In the Worldmentioning

confidence: 99%

Inclusive Education for Students with Autism Spectrum Disorder in Elementary Schools in Vietnam: The Current Situation and Solutions

Tran¹,

Pham²,

Thi³

et al. 2020

iejee

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In Vietnam, the number of children identified as experiencing autism spectrum disorder (ASD) has rapidly increased. Inclusive education (IE) has been implemented with children with ASD for more than 20 years. The effectiveness with which IE has been implemented to date with children with ASD has previously not been assessed. In this study, we examined (a) the implementation of IE for children with ASD in elementary schools, (b) family and community participation in IE, and (c) factors affecting IE. A mixed-method research design was employed that included surveys and interviews. Surveys included multiple-choice questions on a broad range of IE practices. Ten professionals, community leaders, and school leaders, 263 teachers, and 114 parents of elementary-age children with ASD in Hanoi and Ha Giang participated in the study. Results revealed there were a number of children with ASD who were not attending elementary school. Where IE was implemented for children with ASD, teachers and families often did not receive adequate training and support, thus discouraging their efforts. Participants expressed a desire for more clearly articulated IE practices, training for teachers and families, and cross-disciplinary collaboration.

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Improving the Process of Inclusive Education in Children with ASD in Mainstream Schools

Cited by 24 publications

References 13 publications

Description of Implementation Inclusive Education for Children with Special Needs in Inclusive Kindergarten

Description of Implementation Inclusive Education for Children with Special Needs in Inclusive Kindergarten

Recommendations to Improve Education for Students with Autism through Distance Learning Strategies and Assistive Technologies during the COVID-19 Pandemic

Inclusive Education for Students with Autism Spectrum Disorder in Elementary Schools in Vietnam: The Current Situation and Solutions

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