Views from the Trenches: Teacher and Student Supports Needed for Full Inclusion of Students with ASD

Autor/inn/en	Able, Harriet; Sreckovic, Melissa A.; Schultz, Tia R.; Garwood, Justin D.; Sherman, Jessica
Titel	Views from the Trenches: Teacher and Student Supports Needed for Full Inclusion of Students with ASD
Quelle	In: Teacher Education and Special Education, 38 (2015) 1, S.44-57 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406414558096
Schlagwörter	Inclusion; Pervasive Developmental Disorders; Autism; Focus Groups; Elementary School Teachers; Secondary School Teachers; Needs Assessment; Special Needs Students; Student Needs; Educational Needs; Educational Resources; Accessibility (for Disabled); Teaching Experience; Faculty Development; Educational Practices; Knowledge Base for Teaching; Teaching Skills; Individualized Instruction; Social Support Groups; Teacher Collaboration; Regular and Special Education Relationship; Qualitative Research; Peer Relationship; Interviews; Student Characteristics; Advocacy; Interpersonal Competence; Interpersonal Relationship; Coding + Suchen Sie Ihr Suchwort? Inklusion; Autismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bedarfsermittlung; Sonderpädagogischer Förderbedarf; Educational need; Bildungsbedarf; Bildungsmittel; Accessibility; Zugänglichkeit; Bildungspraxis; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Individualisierender Unterricht; Social support; Soziale Unterstützung; Lehrerkooperation; Qualitative Forschung; Peer-Beziehungen; Interviewing; Interviewtechnik; Sozialanwaltschaft; Interpersonale Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Codierung; Programmierung
Abstract	The current prevalence rates for autism spectrum disorder (ASD) coupled with the mandate to provide services to students with disabilities in inclusive classrooms warrants the need to examine the dynamics of inclusion for students with ASD. Focus groups were conducted with special and general educators at the elementary, middle, and high school levels to determine the needs of students with ASD in fully inclusive settings as well as teachers' needs in facilitating their students' success. The study was translational in nature by focusing on the practice and daily experiences of teachers for informing professional development. Teachers highlighted the knowledge and skills teachers need for students with ASD to fully benefit from inclusive educational placements. Those included the need to fully understand ASD, differentiation, and social support strategies for students with autism as well as the strong need for increased collaboration between general and special educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01