The Process of Including Elementary Students with Autism and Intellectual Impairments in Their Typical Classrooms.

Autor/inn/en	Downing, June E.; und weitere
Titel	The Process of Including Elementary Students with Autism and Intellectual Impairments in Their Typical Classrooms.
Quelle	(1996), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Attitude Change; Autism; Behavior Disorders; Case Studies; Classroom Observation Techniques; Elementary Education; Inclusive Schools; Interpersonal Competence; Mental Retardation; Multiple Disabilities; Outcomes of Education; Parent Attitudes; Peer Relationship; Qualitative Research; Self Control; Severe Disabilities; Social Integration; Student Educational Objectives; Teacher Attitudes + Suchen Sie Ihr Suchwort? Schulleistung; Attitudinal change; Einstellungsänderung; Autismus; Case study; Fallstudie; Case Study; Elementarunterricht; Inclusive school; Integrative Schule; Interpersonale Kompetenz; Geistige Behinderung; Multiple disability; Mehrfachbehinderung; Lernleistung; Schulerfolg; Elternverhalten; Peer-Beziehungen; Qualitative Forschung; Selbstbeherrschung; Severe disability; Schwerbehinderung; Soziale Integration; Lehrerverhalten
Abstract	A qualitative case study methodology was used to examine the process of including three students with autism, intellectual impairments, and behavioral challenges in age-appropriate typical classrooms and home schools. Data were obtained over a 9-month period from field notes of a participant researcher and three paraeducators, structured observations, samples of student work, and pre/post interviews with 17 key individuals. Findings describe a process requiring ongoing modifications and adjustments to meet individual needs and expectations. All three students demonstrated considerable progress in the areas of social interactions with peers, increased self-control, and ability to follow class rules and directions, as well as academic skill development. However, by the end of the year all three students still required considerable support, were not performing on grade level, and were still having difficulty socially interacting and controlling their inappropriate behavior. Adult reactions were mixed. Although seven adults stated they were neutral about inclusion at the beginning of the project, only two reported this position in May. However, the number of people indicating a negative view of inclusion increased from one to three. The number of respondents who believed that a major benefit of inclusion was teaching nondisabled students to appreciate differences increased from 8 to 14. Interview questions and a classroom observation form are appended. (Contains 28 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01