Observing the Classroom Literacy Environment of Children on the Autism Spectrum in Specialist Classrooms

Autor/inn/en	Walker, Sue; Clendon, Sally; Paynter, Jessica; Flückiger, Beverley; Bowen, Rachael; Sullivan, Roslyn; Westerveld, Marleen
Titel	Observing the Classroom Literacy Environment of Children on the Autism Spectrum in Specialist Classrooms
Quelle	In: Australian Journal of Education, 67 (2023) 1, S.28-45 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walker, Sue) ORCID (Clendon, Sally) ORCID (Paynter, Jessica) ORCID (Flückiger, Beverley) ORCID (Sullivan, Roslyn) ORCID (Westerveld, Marleen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/00049441221107424
Schlagwörter	Foreign Countries; Autism Spectrum Disorders; Students with Disabilities; Classroom Environment; Classroom Observation Techniques; Special Schools; Language Acquisition; Check Lists; Elementary School Students; Emergent Literacy; Reading Skills; Writing Skills; Language Skills; Literacy Education; Teaching Methods; Student Motivation; Australia + Suchen Sie Ihr Suchwort? Ausland; Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Klassenklima; Unterrichtsklima; Special school; Sonderschule; Sprachaneignung; Spracherwerb; Checkliste; Frühleseunterricht; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Language skill; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Australien
Abstract	There is increasing awareness of the high levels of support needed for literacy learning for children on the autism spectrum. Although research has investigated the quality of the classroom literacy environment, little attention has been paid to examining the classroom literacy environment in specialist classrooms catering specifically for children on the spectrum. The current study used the Early Language and Literacy Classroom Observation (ELLCO) to guide observations, combined with stimulated recall and semi-structured teacher interviews to explore the classroom environments and teacher practices used to support children on the spectrum. Ten teachers from two primary specialist schools participated. The findings highlighted the strong focus on language development and foundational literacy skills across the early years in both schools. Findings demonstrated the potential utility of an observation checklist such as the ELLCO in guiding observations when augmented by stimulated recall interviews. Suggestions are provided for assessing the literacy environment in specialist classrooms for children on the spectrum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01