Practitioners' Recommendations for Foundational Educational Supports for Elementary-Age Learners with Autism Spectrum Disorders

Autor/inn/en	Long, Jennie L.; Simpson, Richard L.
Titel	Practitioners' Recommendations for Foundational Educational Supports for Elementary-Age Learners with Autism Spectrum Disorders
Quelle	In: Focus on Autism and Other Developmental Disabilities, 32 (2017) 4, S.269-278 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357617712484
Schlagwörter	Autism; Pervasive Developmental Disorders; Elementary School Students; Age; Severity (of Disability); Special Education Teachers; Related Services (Special Education); Professional Personnel; Surveys; Educational Resources; Educational Cooperation; Human Resources; Classroom Environment; Family Involvement; Augmentative and Alternative Communication; Sensory Aids; Student Behavior; Behavior Modification; Interpersonal Competence; Statistical Analysis; Multivariate Analysis; Case Studies + Suchen Sie Ihr Suchwort? Autismus; Alter; Lebensalter; Schweregrad; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Personalbestand; Survey; Umfrage; Befragung; Bildungsmittel; Education; cooperation; Kooperation; Humankapital; Klassenklima; Unterrichtsklima; Sinnesreiz; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Interpersonale Kompetenz; Statistische Analyse; Multivariate Analyse; Case study; Fallstudie; Case Study
Abstract	Professional literature related to Autism Spectrum Disorder (ASD) has increasingly focused on identifying interventions and strategies most likely to lead to successful outcomes. However, there is a paucity of research documenting the basic foundational structure and supports that are needed to promote successful classroom experiences and outcomes. Specifically, literature does not clearly define the basic educational elements that are needed for all students with an ASD diagnosis. Related to this void, this study reports educational practitioners' recommendations for foundational elements for four groups of elementary-age learners with ASD who differed in age and severity of disability. Participants offered recommendations for supports and program resources that fell within nine categories. Results are discussed relative to the extant literature along with implications for preservice teacher preparation, educators' professional development, and elemental programming for learners with ASD. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01