The sensory characteristics of children with autism spectrum disorder: teachers' observation.

Sakarneh, Mohammad Abed; Sabayleh, Obaid Abdalkarim; Alramamneh, Abdel Latif Khalaf

doi:10.20489/intjecse.670459

Cited by 5 publications

(5 citation statements)

References 37 publications

(56 reference statements)

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“…Dealing with students with ASD requires special personal and professional characteristics, and the issue of teachers' competencies for students with ASD has been particularly important, because students with ASD cannot be dealt in a regular manner rather they require certain skills and competencies [10,11]. Another critical concern is ensuring teachers' personal characteristics, educational competencies and performance skills necessary to work with students with ASD as it facilitates the identification of training needs and personal characteristics' development of these teachers which eventually is reflected through enhanced quality of teaching and learning process of students with ASD [5,12].…”

Section: Importance Of Teachers' Competenciesmentioning

confidence: 99%

“…ASD is one of the most common disabilities in recent years. Professionals in educational, medical and vocational fields continuously investigate the effects of ASD and the effective ways to deal with individuals having it because individuals or students with ASD could not be dealt in a similar way as others [4,5] rather teachers have to face challenges to immerse learners having ASD in regular classes. So, teachers require sufficient training and development to have skills and competencies required for dealing with students with ASD [2,6].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Socio-educational competencies required for teachers of students with autism spectrum disorder: Parents’ perspective

Sakarneh,

Ziadat,

Almakahleh

et al. 2023

Obraz. nauka

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Introduction. Autism spectrum disorder (ASD) is among the widely spreading disorders across the globe. Professionals in educational, sociological, and medical fields continuously investigate the effective ways to deal with individuals having ASD because they cannot be dealt in a similar way as others rather teachers have to immerse them in regular classes. Therefore, teachers should have sufficient training and developed competencies to deal with students with ASD Aim. This study aims to explore the extent to which teachers of students with ASD possess of the cognitive competencies and skills necessary from the perspectives of students’ parents.Methodology and research methods. A quantitative method was adopted to analyse the data. The study sample included 45 parents. The tool used is a checklist of the socio-educational competencies needed for teachers of students with ASD developed by Mehidat et al. (2014). It consisted of 40 items, which determine the response rating scale for the estimation of parents’ perception about the importance of socio-educational competencies needed for teachers.Results. The results showed that the parents’ estimation of teachers’ possession of socio-education-al competencies needed for teachers of students with ASD was average.Theoretical significance. The current study contributes in enriching related literature as well as it may practically help in identifying the required competencies and highlighting the importance of teachers’ possession of socio-educational competencies and skills to deal with students having ASD. So, the study helps educationists, policy-makers and most importantly teachers to focus on these important competencies and skills and work on learning them, and eventually can enhance the learning of students with ASD. As the study focuses on parents’ perspective, it has a significant contribution in enhancing quality of education being provided to students with ASD and making them constructive individuals by enhancing their learning, because parents can evaluate the effect of these competencies and they can provide the best and most effective feedback.Practical significance. There are different aspects of cognitive competencies and skills necessary for teachers of students with ASD to be addressed by special education stakeholders and policy-makers in the field of special education, particularly teaching children with autism spectrum disorders, when they consider and develop pre-service and in-service programmes for teachers of students with ASD. Most importantly, there is a dire need to develop awareness among teachers about the importance of their personal development for enhancing certain competencies and skills to enable them to identify autistic students and effectively deal with them to enhance their learning as well.

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Section: Importance Of Teachers' Competenciesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Socio-educational competencies required for teachers of students with autism spectrum disorder: Parents’ perspective

Sakarneh,

Ziadat,

Almakahleh

et al. 2023

Obraz. nauka

View full text Add to dashboard Cite

show abstract

“…They also have difficulties conveying their personal needs to colleagues and teachers, which also contributes negatively in their behaviors (Maich & Belcher, 2012). Learners with ASD have difficulties sustaining attention in noisy settings or maintaining eye contact and in most cases respond to such difficult environments through negative behaviors such as violence (Sakarneh, Sabayleh & Alramamneh, 2019). The regular school environment is often busy, loud and crowded making it ineffectively adapted to the needs of learners with autism.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Students with autism spectrum disorder have unique learning needs due to the difficulties they have with cognitive development, communication and social skills (Sakarneh, Sabayleh & Alramamneh, 2019). Autism is a developmental disorder that involves different deficits and impairments that include difficulty in communication, social interaction impairments, and repetitive behavior and interests (Sakarneh, Sabayleh & Alramamneh, 2019). ASD is an umbrella term referring to 2 disintegrative disorders: Retts and childhood disintegrative disorder and less severe pervasive developmental disorders including Asperger's syndrome (Jordan, 2005).…”

Section: Introductionmentioning

confidence: 99%

The Extent to Which Teachers of Children With Autism Spectrum Disorder Know and Apply Behavior Modification Strategies

Sakarneh¹

2022

International Journal of Special Education

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The aim of the study is to evaluate the extent of knowledge that Jordanian teachers have regarding the use of behavior modification for children with autism. The aim is to highlight how teachers engage in the application of behavior modification strategies and their perceptions regarding the effectiveness of the techniques. The research method adopted in the analysis is qualitative and involves the collection of in-depth data through virtual interviews undertaken through Google Meet. The sample was special education teachers in Jordan working in the education of children with autism spectrum disorder. The data was analyzed using thematic analysis and narrative review of the responses given by the teachers. The main findings are that most teachers are knowledgeable about applied behavior analysis. They perceive the methods positively regarding the applicability and effectiveness of behavior modification techniques. The key implications from the findings include the fact that teachers should be provided with specific training on behavior modification techniques. They should also be provided with support and teaching assistance to address the needs of autistic children.

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“…Tako Engel-Jeger i saradnici (Engel-Yeger et al, 2011;Engel-Yeger et al, 2015) ističu da su teškoće senzorne obrade učestalije kod osoba sa razvojnim poremećajima i da se pomenute teškoće ispoljavaju u svim senzornim modalitetima. Autori jednog istraživanja ističu taktilnu percepciju kao oblast gde se ispoljavaju najveće teškoće senzorne obrade, zatim olfaktivnu, vizuelnu i naposletku auditivnu percepciju (Sakarneh et al, 2019). Naše istraživanje ukazuje na rezultate koji su približni rezultatima Sakarni i saradnika, s tim da su ispitanici sa PSA obuhvaćeni našim uzorkom najređe ispoljili poteškoće u domenu vizuelne percepcije.…”

Section: Diskusijaunclassified

Sensory processing of children and students with autism spectrum disorder and typical development in relation to gender and age

Roknić¹,

Vuković²

2021

Spec eduk i rehabilitacija

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Introduction. Sensory processing is a neurobiological process in which a person uses their senses, sends information to an appropriate reception and processing center, and responds to environmental stimulations. Previous research has shown that sensory processing difficulties are more common among people with autism spectrum disorder than among people of the typical population. Objectives. The aim of this paper was to determine the patterns of sensory processing in subjects of the typical population and subjects with autism spectrum disorder, as well as gender and age differences in sensory profiles in these groups of subjects. Methods. Using The Child Sensory Profile 2 as the measuring instrument, the characteristics of sensory processing were examined in 120 subjects of both genders, 60 subjects with autism spectrum disorder and 60 subjects of typical development, ages three to 13 years and 11 months. Results. The obtained results show that there are differences between the two groups of respondents and that these differences occur in all nine subscales of the instrument. It was found that subjects with autismspectrumdisorder hadmore difficulty in processing sensory information compared to subjects of the typical population, especially in the domain of tactile perception. The results also show that the quality of sensory information processing in both groups of respondents improved with age. In relation to the respondents' gender, the obtained differences were significant in the domain of the total score of the instrument, in favor of the boys, but this was not observed in the measurements on all subscales. Conclusion. In accordance with the above findings, when creating an individual educational plan, it is necessary to take into account all the specifics of sensory processing of children with autism spectrum disorder.

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The sensory characteristics of children with autism spectrum disorder: teachers' observation.

Cited by 5 publications

References 37 publications

Socio-educational competencies required for teachers of students with autism spectrum disorder: Parents’ perspective

Socio-educational competencies required for teachers of students with autism spectrum disorder: Parents’ perspective

The Extent to Which Teachers of Children With Autism Spectrum Disorder Know and Apply Behavior Modification Strategies

Sensory processing of children and students with autism spectrum disorder and typical development in relation to gender and age

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