Parents’ Perspectives on Inclusive Schools for Children with Autism Spectrum Conditions

Falkmer, Marita; Anderson, Katie; Joosten, Annette; Falkmer, Torbjörn

doi:10.1080/1034912x.2014.984589

Cited by 71 publications

(75 citation statements)

References 45 publications

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“…ravi becomes sad and tries his best not to get angry. He feels bullied students with SEBD to be highly protective of their children (Falkmer et al 2015). To check whether the interview protocol was suitable for the participant group, the first five interviews involving students with SEBD in segregated special education were asked to offer feedback on the interview protocol.…”

Section: Interview Protocol: Friends In Classmentioning

confidence: 99%

Student voices on social exclusion in general primary schools

Leeuw

Boer

Minnaert

2018

European Journal of Special Needs Education

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Advocates of inclusive education argue that the social inclusion of students with special educational needs (SEN) increases when they are educated with typically developing peers. However, research indicates that this is not apparent for all students with SEN. Students with social, emotional and behavioural difficulties (SEBD) are often socially excluded. To understand the situation of these students, their voices should be heard. The aim of the current explorative study was to gain insight into: (1) the experiences of students with SEBD regarding victimisation and social exclusion, and (2) the approaches they applied and preferred resolving social problems. We conducted semi-structured interviews with 28 socially excluded students from grades 5 and 6, attending general (N = 6) and segregated special (N = 21) primary education. The participants were prompted to talk about their own experiences using hypothetical scenarios. The interviews were analysed using a multi-grounded theory approach. The results show that students preferred different approaches to resolving these social problems than the applied approaches. They would have liked to have seen their peers and teachers to show more initiative. In line with these results, the need to listen to the students' voices are emphasised.

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Section: Interview Protocol: Friends In Classmentioning

confidence: 99%

Student voices on social exclusion in general primary schools

Leeuw

Boer

Minnaert

2018

European Journal of Special Needs Education

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“…There is an overall lack of research on inclusion for students with ASD (Falkmer, Anderson, Joosten, & Falkmer, 2015;Ferraioli & Harris, 2011;Osborne & Reed, 2011). In fact, research is limited regarding the central purpose of inclusive settings for students with ASD (Falkmer et al, 2015;Ferraioli & Harris, 2011).…”

Section: Lack Of Researchmentioning

confidence: 99%

“…In fact, research is limited regarding the central purpose of inclusive settings for students with ASD (Falkmer et al, 2015;Ferraioli & Harris, 2011). The lack of published research may actually lead to contradictions and lack of clear direction for professionals (Crosland & Dunlap, 2012;Dunlap, Iovannone, & Kincaid, 2008;Whalon & Hanline, 2013).…”

Section: Lack Of Researchmentioning

confidence: 99%

Inclusion of Students with Autism Spectrum Disorders

Bock¹,

Borders²,

Probst³

2016

Advances in Special Education

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Students with Autism Spectrum Disorders (ASD) are one of the least included in the general education environment, only falling behind children with intellectual disabilities, multiple disabilities, and deaf/blindness (U.S. Department of Education, 2015). Teacher attitudes, knowledge and training of ASD, and administrative support are essential components of successful inclusive environments (Ferraioli & Harris, 2011;Harding, 2009). Researchers have also identified evidence-based practices to support students with ASD (National Autism Center, 2015;Wong et al., 2014). This chapter provides research related to inclusion of students with ASD, factors that may influence inclusion rates, and provides educators a few practices to try if they are given the opportunity to work with a student with ASD in their inclusive classroom.

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“…Within the social environment, the experience of being bullied has been reported as creating barriers in school among students with AS or ADHD (Hebron & Humphrey, 2013;Little, 2002;Orsmond et al, 2004). In addition, studies have found that support from classmates and friends contributes to reduced bullying (Gantschnig et al, 2011;Falkmer et al, 2015). Teachers can create opportunities for learning in the way they organise and provide teaching (Hemmingsson & Borell, 2002), including their choice and modifications of assignments and material (Ulke-Kurkcuoglu & Kircaali-Iftar, 2010), computer-assisted instruction in maths and reading (Clarfield & Stoner, 2005;Mautone et al, 2005) and by providing individualised support (Bevan-Brown, 2010;Hellberg, 2007;Sciutto et al, 2012;Tippett, 2004;Tobias, 2009).…”

Section: The Interaction Between the Person And The Environment In Scmentioning

confidence: 99%

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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Parents’ Perspectives on Inclusive Schools for Children with Autism Spectrum Conditions

Cited by 71 publications

References 45 publications

Student voices on social exclusion in general primary schools

Student voices on social exclusion in general primary schools

Inclusion of Students with Autism Spectrum Disorders

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

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