Teacher-, Student-, and Peer-Directed Strategies to Access the General Education Curriculum for Students With Autism

Olson, Amy J.; Roberts, Carly A.; Leko, Melinda M.

doi:10.1177/1053451214546406

Cited by 7 publications

(4 citation statements)

References 22 publications

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“…The use of prompts -instructional techniques designed to trigger desired actions and responses -has been widely adopted in autism studies (MacDuff et al, 2001). Prompts can take various forms, including visual, verbal and modelling prompts (Jones & Zarcone, 2014;Olson et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Learning experience design of verbal prompts in virtual reality-based training for autistic children

Moon

2024

Research in Learning Technology

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This study aimed to explore the design and development of verbal prompts in virtual reality (VR)-based social skills training for autistic children. Autism indicates a category with neurodiversity that influences individuals’ capability to engage in social and cognitive tasks. This complex neurodevelopmental condition manifests in a wide array of patterns, featuring unique experiences of each individual. This study explored both advantages and challenges encountered when autistic children interact with verbal prompts in multi-user, desktop VR-based social skills training. Our explanatory case study involved VR-based learning experiences of four autistic children. We used a qualitative thematic analysis to analyse the study participants’ interaction patterns with verbal prompts in the VR-based training. Our research can contribute to both theoretical knowledge and practical design guidelines for the creation of verbal prompts in desktop VR-based training programmes tailored for autistic children.

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Section: Introductionmentioning

confidence: 99%

Learning experience design of verbal prompts in virtual reality-based training for autistic children

Moon

2024

Research in Learning Technology

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“…Regarding students with ASD, various studies confirm that peer support, as a means of collaboration between students, has positive effects on their academic and social learning (Carter et al, 2017; Olson et al, 2015). This is related to the teacher's knowledge of their pupils and the establishment of trusting relationships, as learners with ASD point out in a study by Hummerstone and Parsons (2021).…”

Section: Introductionmentioning

confidence: 99%

Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education

Martínez¹,

Rueda²,

Pérez³

2022

British J Special Edu

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This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed.

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“…Regarding students with ASD, different studies confirm that peer support has positive effects on their academic and social learning (Carter et al ., 2017; Olson et al ., 2015). In this line, McCurdy and Cole (2014) concluded that peer support interventions are effective in reducing the off-task behaviour of students with ASD to a level similar to that of their classroom peers.…”

Section: Introductionmentioning

confidence: 99%

How to facilitate the educational inclusion of students with autism: learning from the experience of teachers in Spain

Martínez

Rueda

Fernández-Blázquez

2023

EDI

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PurposeThis study analyses the barriers and facilitators for the educational inclusion of students with autism spectrum disorder (ASD) from the perspective of their teachers.Design/methodology/approachA qualitative methodology was applied, specifically a multiple case study from which 24 in-depth interviews were conducted with teachers who had worked previously with students with ASD. The participants were Spanish teachers from different educational stages (from early childhood education to baccalaureate) and with different roles (ordinary classroom teachers and support teachers).FindingsThe results show that collaboration amongst teachers, their attitudes, the way of understanding the supports, the creation of collaboration between students and the organisation of both the school and the classroom are important for the inclusion of students with ASD. The analyses and discussion of the facilitators for the inclusion of these students are especially relevant, since they provide useful guidance for teachers who want to respond to the right of these students to an inclusive education.Research limitations/implicationsThe limitations and future research lines of this study are related to the logic of amplitude and depth, respectively. Regarding amplitude, the authors highlighted the importance of gathering the voices of professionals committed to the development of more inclusive practices; however, the authors also identified the need to expand the listening to the voices of teachers who do not have such experience. This raises a possible future research line: to explore how to reach teachers with no experience in inclusive education in order to contribute to the transformation of their practice.Practical implicationsThere is extensive knowledge within the classrooms, which the authors aimed to demonstrate in this study, with the hope that others can learn from it. The obtained results are useful to every teacher who wishes to create an inclusive school. In agreement with the consideration of inclusive education as a process, this investigation identified strategies and resources that facilitate the learning and participation of students with ASD, as well as barriers that must be tackled to advance in this regard.Originality/valueThe authors aimed to contribute to understanding the advances in the development of the right to inclusive education. To this end, the authors gathered the voices of teachers (those from the ordinary classroom and those considered “support teachers”) from regular schools that welcome students with ASD and which had a history of commitment to the development of more inclusive education. There is extensive knowledge within the classrooms, which the authors aimed to demonstrate in this study, with the hope that others can learn from it. The obtained results are useful to every teacher who wishes to create an inclusive school.

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Teacher-, Student-, and Peer-Directed Strategies to Access the General Education Curriculum for Students With Autism

Cited by 7 publications

References 22 publications

Learning experience design of verbal prompts in virtual reality-based training for autistic children

Learning experience design of verbal prompts in virtual reality-based training for autistic children

Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education

How to facilitate the educational inclusion of students with autism: learning from the experience of teachers in Spain

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