Autistic Spectrum and Inclusion: Including Pupils with Autistic Spectrum Disorders in Mainstream Schools

Autor/in	Humphrey, Neil
Titel	Autistic Spectrum and Inclusion: Including Pupils with Autistic Spectrum Disorders in Mainstream Schools
Quelle	In: Support for Learning, 23 (2008) 1, S.41-47 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/j.1467-9604.2007.00367.x
Schlagwörter	Educational Needs; Autism; Educational Experience; Special Needs Students; Pervasive Developmental Disorders; Social Isolation; Interpersonal Relationship; Mainstreaming; Inclusive Schools; Bullying; Stereotypes; Peer Relationship; Interpersonal Competence; Curriculum Development; Communication Skills + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Autismus; Bildungserfahrung; Sonderpädagogischer Förderbedarf; Soziale Isolation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Inclusive school; Integrative Schule; Mobbing; Klischee; Peer-Beziehungen; Interpersonale Kompetenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kommunikationsstil
Abstract	The number of pupils with autistic spectrum disorders (ASD) being educated in mainstream schools is increasing. However, there is growing concern about their educational experiences. Research suggests that such pupils make easy targets for bullies, and are considered difficult to teach by teachers. Furthermore, pupils with ASD are more than 20 times more likely to be excluded from school than those without special educational needs. In light of such evidence, the aim of this article is to outline evidence-based strategies to facilitate the presence, participation, acceptance and achievement of pupils with ASD in mainstream settings. The strategies are presented thematically, as follows: (i) challenge stereotypes and raise expectations, (ii) create order from chaos, (iii) promote peer understanding, (iv) develop social skills, (v) adapt academic subjects, and (vi) modify conversational language. These strategies are not intended to be completely comprehensive--rather, they are starting points on a journey towards inclusion for those with ASD. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10