Preparing future teachers for students with autistic spectrum disorders

Mehring, Teresa A.; Dow, Mirah J.

doi:10.1016/s0270-4013(01)80008-8

Cited by 3 publications

(6 citation statements)

References 6 publications

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“…Such objectives encourage students to make and keep friends, read and interpret social situations, understand body language and proximity make accurate judgments of specific people-to-people interactions (cf. Mehring & Dow, 2001), extract social information from faces and regulate emotional responses during mutual interactions.…”

Section: A27mentioning

confidence: 99%

Socratic Seminars for Students with Autism Spectrum Disorders

Nouri

Pihlgren²

2018

Dialogic Pedagogy Journal

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Ali Nouri is an assistant professor in department of educational studies at Malayer University, Iran. His research interests are dialogic pedagogy, neuroscientific foundation of curriculum, theories of learning and teaching, educational neuroscience and neuroedcational research. He is involved in several projects concerning the implications of brain research for educational policy and practice. Ali is now the director of Neuroeducation Studies SIG which works under the supervision of Iranian Curriculum Studies Association. The SIG aim is to reflect the recent advances in the field of neuroeducation studies.

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Section: A27mentioning

confidence: 99%

Socratic Seminars for Students with Autism Spectrum Disorders

Nouri

Pihlgren²

2018

Dialogic Pedagogy Journal

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“…Mehring and Dow (2001) wrote that 'teachers of students with autism must be particularly knowledgeable about effective instruction strategies . .…”

Section: Adolescentsmentioning

confidence: 99%

“…The Australian approach to inclusion in schools is similar to that in the US. For example, students with high-functioning autism are included in the general classroom with age-level peers (Mehring & Dow, 2001). However, during the last 20 years, research and reviews into inclusion in Australian schools have revealed that the inclusion of students with disabilities in schools has proved challenging (Australian Government Department of Education, Science and Training [DEST], 2002;Australian Parliament, Senate Employment, Education and Training References Committee, 1998;Chadbourne, 1997;Department of Education of Western Australia, 2001;Department of Education Tasmania, 2000;Ford, 2007;Forlin, 2001;Hay & Winn, 2005;Ministerial Taskforce, 2004;Nitschke & McColl, 2001;Vinson, 2002).…”

Section: Adolescentsmentioning

confidence: 99%

Preservice Teachers’ Learning Among Students With Autism Spectrum Disorder

Power

Costley

2014

Australas. j. spec. educ.

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This article reports on a collaborative venture between Autism Spectrum Australia and the University of Western Sydney, New South Wales, Australia. The Social Club network was formed for children and adolescents to provide structured opportunities for positive peer interactions in safe, stimulating and nonjudgmental environments. The Social Clubs were run by expert facilitators with additional workers drawn from preservice teachers undertaking a service-learning unit of study within the Master of Teaching Secondary course at the University of Western Sydney. The research design included surveys and reflections. Data were drawn from 4 sources: 58 parent survey responses, 51 Social Club member survey responses, 9 facilitator survey responses and 9 preservice teachers’ reflections. Data analysis was framed by Bourdieu's work, which refers to the allocation of social power. After the experience, surveyed parents confirmed that their children were relaxed when changing topics in a conversation and working in groups. Members demonstrated that they engaged with other members and with preservice teachers. Club facilitators felt that the preservice teachers developed an understanding that students with autism spectrum disorder thrive in structured environments and that they would set up their own classrooms accordingly. For the future teachers, it was authentic learning that enriched their preparation for the classroom, however multilayered its student population might be.

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“…They transition their students and responsibilities smoothly among various schoolday activities, while managing time, materials and equipment. Adding to daily rigor the planning of specific programs and strategies that assist students with autism to remain on task and to focus on important stimuli and cues, so that students gain the most from inclusive instruction-and therein lies the interesting, pedagogical challenge (Mehring and Dow, 2001). …”

Section: Special Projects For Individuals With Autism and Their Familmentioning

confidence: 99%

“…Gaining confidence to provide adequate instruction in the inclusive classroom for students with autism entails not only keen awareness of the students' individual needs, but also encouraging their communication by using pragmatic language; providing literal interpretation and conversation; applying positive behavioral support strategies; and incorporating social skills instruction and practice. Such skills help students with autism make and keep friends, "read" and interpret social situations, better understand body language and proximity and assemble accurate judgments of specific people-to-people interactions (Mehring and Dow, 2001). Over time and with continued professional development that incorporates the latest, researchbased, best practice techniques and information, teachers indeed learn pedagogy and collaborative methods that effectively provide for students with autism the skills to actively achieve and progress in the inclusive classroom setting.…”

Section: Special Projects For Individuals With Autism and Their Familmentioning

confidence: 99%

Autism Worldwide: Prevalence, Perceptions, Acceptance, Action

Mona¹

2012

Journal of Social Sciences

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This metanalysis scrutinizes the growth of the neurodevelopment condition known as "autism" as a modern-day phenomenon. Over the past decade and worldwide, estimates of increases between 50% to over 2000% in cases of Autistic Disorder diagnoses have been charted, studied and discussed. The rise in diagnoses of autism impacts us all. The world seeks greater awareness and understanding of the condition's complexities; endeavors to provide research-proven strategies and accommodations to support affected individuals and their families; espouses evidence-based, best practices that adjust classroom pedagogy and teacher preparation methodology that best orient not only special education teachers, but ALL educators and related services personnel who communicate, collaborate and serve in the day-to-day, inclusive educational environment; and pursues responses from national and state education departments and ministries regarding their responsibilities to protect the civil rights of individuals with autism and improve the "systems" in which the children interact. Conclusions highlight the scramble to learn the researched and proven-successful information and productive therapies meaningful to students with autism and their families. Educators must learn and implement the interventions that enable individuals with autism to best cope, thrive and excel in environments that are safe and accepting of diversity. Recommended is continued research and creative programs that nurture and encourage the children with autism to achieve their potential.

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Preparing future teachers for students with autistic spectrum disorders

Cited by 3 publications

References 6 publications

Socratic Seminars for Students with Autism Spectrum Disorders

Socratic Seminars for Students with Autism Spectrum Disorders

Preservice Teachers’ Learning Among Students With Autism Spectrum Disorder

Autism Worldwide: Prevalence, Perceptions, Acceptance, Action

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