Using Picture Books to Create Peer Awareness About Autism Spectrum Disorders in the Inclusive Classroom

Abstract

Students with autism spectrum disorders (ASD) may exhibit behaviors that can negatively affect peer relationships. A process for raising awareness about this exceptionality to their peers can build a foundation for authentic inclusion in the classroom environment. This article suggests that deliberately planned interventions using picture books to create peer awareness can be implemented through a step-by-step decision-making process. Criteria is provided regarding the process of book choice and related instructional considerations to assist educators in making essential decisions about the implementation of peer awareness for young students with ASD.

Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots

“…This finding aligns with previous studies which have found that teachers need professional development in order to be informed and knowledgeable about ASD and about individualisation strategies for children with ASD in mainstream classrooms (Allday et al 2013;Humphrey and Parkinson 2006;Lynch and Irvine 2009;Sheffield 2008;Winn and Blanton 2005). Similarly, Humphrey (2008), Lindsay and McPherson (2012), and Maich and Belcher (2012) found that grounding teacher in-service training in the unique needs of children with ASD facilitates inclusion of these children in mainstream classrooms.…”

“…Literature reveals that children with ASD in inclusive pedagogical settings have fewer friendships than their peers without developmental delays (Maich and Belcher 2012;Marks et al 2003;Smith and Brown 2000). For instance, in a study of children with and without ASD, children with ASD were nominated fewer times as a friend by peers, had fewer reciprocal friendships and reported poorer friendship quality (Kasari et al 2011).…”

Practices That Support the Inclusion of Children With Autism Spectrum Disorder in Mainstream Early Childhood Education in Zimbabwe

“…However, the presence of learners with autism in regular classes does not guarantee their learning and their counterparts' welcoming of them (Brewin et al, 2008;Humphrey, 2008), creating a challenge for teachers (Lindsay et al, 2014;Pellecchia et al, 2015). Inclusion in education is, nevertheless, fundamental in social, academic, career development, sense of belonging, and full participation of learners including those with special needs, including autism, in regular schools, families, and communities (Maich & Belcher, 2012). Previous studies examined teachers' challenges in including learners with autism in regular classes or their perception of the practice.…”

“…Comprehending and conveying personal needs to counterparts and teachers often challenges learners with autism (Kasari, Locke, Gulsrud, & RotheramFuller, 2011;Maich & Belcher, 2012). Following class instructions and reading teachers' verbal and body expressions may also be complicated for learners with autism (Chandler-Olcott & Kluth, 2009;Segall & Campbell, 2012;Wilmshurst & Brue, 2010).…”

“…These include Humphrey and Symes (2013), Maich and Belcher (2012), and Leblanc et al (2009). Common features of these studies are pooling resources, tailored teaching methods, essential training, teamwork, establishing collaborative cultures with families as well as nurturing a welcoming class climate.…”