Tele-classroom consultation: promoting an inclusive approach to supporting the needs of educators, families and early years learners on the autism spectrum in rural and remote areas in contextually responsive ways

Saggers, Beth; Tones, Megan; Dunne, Jacqueline; Aberdein, Rachel

doi:10.1080/13603116.2019.1609103

Cited by 4 publications

(7 citation statements)

References 24 publications

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“…Further, 87% of parents reported that their child's classroom performance was impacted by anxiety at least sometimes. The impact of anxiety on school and classroom performance has also been noted in survey studies, with anxiety being identified as one of the leading concerns for school‐aged children on the spectrum presenting in educational (Saggers, Tones, Dunne, & Aberdein, 2019) and clinical settings (Ghaziuddin, 2002).…”

Section: Introductionmentioning

confidence: 94%

Parent perspectives of what helps and hinders their child on the autism spectrum to manage their anxiety

Clark

Adams

2020

Clinical Psychologist

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Objectives Although anxiety is recognised as one of the most common co‐occurring conditions to affect school‐aged children with an autism spectrum disorder, little research has explored the strategies that children on the autism spectrum use to manage their own anxiety. Methods Seventy‐two parents of children on the spectrum aged 5 to 17 years identified things that supported their child to manage their anxiety (enablers) and things that hindered their child's management of anxiety (barriers) across the home, school, and community. Using content analysis, parents' open‐ended responses were coded into a series of subcategories for each setting. Results At home, “routine, modifications, and adaptations” was the most frequently reported enabler while “social, communication, and personal challenges” was the most frequently reported barrier to managing anxiety. “Supports and strategies (at school/in the community)” was the most commonly identified enabler that supported children to manage their anxiety in both the school and community environments. “Overstimulation, unpredictability, and demands (at school/in the community)” was the most commonly identified barrier hindering children's management of anxiety in both the school and community settings. Conclusions Given the wide range of barriers and enablers identified, working with children and families to identify the barriers and enablers for each child in managing their anxiety may be a useful process during therapy. Targeting interventions to align with the identified barriers and enablers may assist children on the autism spectrum to develop strategies for the management of their own anxiety across settings.

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Section: Introductionmentioning

confidence: 94%

Parent perspectives of what helps and hinders their child on the autism spectrum to manage their anxiety

Clark

Adams

2020

Clinical Psychologist

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“…Substantial parts of the reported studies on remote educational consultation still address behaviour-related challenges (Fischer et al, 2018;Frederick et al, 2020). However, some studies have addressed other types of disabilities and mental health issues among children and youth, such as autism spectrum disorders (Hall, 2018;Saggers et al, 2021), visual impairments (Ihorn & Arora, 2018), and both depression and anxiety related problems (Margolis et al, 2018). Furthermore, early remote educational consultation-based interventions for young children with disabilities have also received some attention (Butcher & Riggleman, 2018).…”

Section: Remote Educational and Special Educational Consultationmentioning

confidence: 99%

“…Ihorn and Arora (2018) claim that it can increase the equality of opportunities while addressing the needs of underserved areas. Other benefits reported are cost-effectiveness as remote educational consultation reduces travel times (Bice-Urbach et al, 2018;Owens et al, 2021;Schultz et al, 2018) and an increase in both capacity building and self-efficacy of teachers working in rural schools (Saggers et al, 2021;Sussman et al, 2022). Furthermore, remote educational consultation promotes inclusion of students with disabilities by increasing professional development opportunities (Saggers et al, 2021).…”

Section: Remote Educational and Special Educational Consultationmentioning

confidence: 99%

“…Frequent terms are telehealth, telemedicine, teleconsultation, videoconferencing, technology-mediated consultation, teleclassroom consultation and remote consultation (e.g. Bice-Urbach et al, 2018;Fischer et al, 2018;Saggers et al 2021). Here, we use the term 'remote educational consultation' to describe the activity in general, and 'remote special educational consultation' (RSEC) when referring to consultation in the context of special education.…”

Section: Introductionmentioning

confidence: 99%

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Remote Special Educational Consultation in Swedish Rural Schools

Ström,

Pettersson,

Wickman

2024

AIJRE

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With advances in communication technologies, remote special educational consultation has become a promising strategy for indirect special education provision aiming to support students with special educational needs as well as their teachers in remote and rural areas. This study explores how special educators in a rural municipality in Sweden offer remote special educational consultation to teachers and how the two teacher categories experience remote special educational consultation. The empirical data of the study consist of special educators’ and teachers’ responses to an online questionnaire (N=11). The analysis revealed themes reflecting experienced challenges as well as opportunities. The challenges relate to lack of professional commitment and consensus, lack of school leaders’ trust, knowledge and support, and barriers associated with distance and technology, while opportunities relate to increased access to special educational competence, increased structure in consultation and increased professional development and collaboration. The results of this study highlight the potential value of remote special educational consultation as an acceptable, cost-effective, and efficient way of increasing access to special educational expertise and providing special educational support to teachers working in rural and underserved schools.

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“…En la realidad peruana, debido a la deficiente falta de adecuación del sistema educativo al alumnado y a las barreras para una participación significativa; esto puede estar relacionado con la falta de herramientas y recursos para apoyar el desarrollo de la inclusión (MINEDU, 2021). No obstante, la educación rural y remota presenta desafíos adicionales debido al acceso limitado, recursos y profesionales especializados, la deficiencia en los servicios diseñados para satisfacer las necesidades de aprendizaje complejas e individuales (Saggers et al, 2021). Esta realidad requiere del trabajo interdisciplinario en la institución educativa y de la participación de las familias y comunidades en el proceso educativo del estudiante, esto permite la interacción y esclarecimiento, especialmente de las capacidades de cada uno en pro del aprendizaje, para quienes luchan con necesidades educativas especiales y dar una respuesta diversa y adaptada a la realidad educativa.…”

Section: Introductionunclassified

Perspectivas de los docentes sobre la educación inclusiva

Quispe

Álvarez²,

Chuquipa³

et al. 2023

revistahorizontes

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La educación inclusiva por muchos años ha tenido como objetivo garantizar la participación sin discriminación hacia sus estudiantes, por la cual se debe fortalecer a la comunidad educativa, así como a los docentes donde deben fortalecer sus habilidades para que enseñen e incluyan a todos los estudiantes sin distinción. El objetivo del estudio fue determinar la relación sobre la percepción de los docentes en la educación inclusiva. El estudio tuvo un enfoque cuantitativo, de diseño no experimental, tipo transversal para determinar la relación entre las variables, donde la técnica empleada fue una encuesta, donde las aplicaciones de los cuestionarios se consideraron a 230 docentes. Los resultados evidencian que la variable percepción del docente y la variable cultura inclusiva tienen Rho de 0,277**., el cual permite inferir la existencia de una relación significativa. Se concluye que la percepción de los docentes en la educación inclusiva mantiene una relación, el cual necesita ser vinculada con la formación de competencias en los docentes.

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Tele-classroom consultation: promoting an inclusive approach to supporting the needs of educators, families and early years learners on the autism spectrum in rural and remote areas in contextually responsive ways

Cited by 4 publications

References 24 publications

Parent perspectives of what helps and hinders their child on the autism spectrum to manage their anxiety

Parent perspectives of what helps and hinders their child on the autism spectrum to manage their anxiety

Remote Special Educational Consultation in Swedish Rural Schools

Perspectivas de los docentes sobre la educación inclusiva

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