The Bridges and Barriers Model of Support for High-Functioning Students with ASD in Mainstream Schools

Autor/inn/en	Holcombe, Wendy; Plunkett, Margaret
Titel	The Bridges and Barriers Model of Support for High-Functioning Students with ASD in Mainstream Schools
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 9, S.27-47, Artikel 2 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Barriers; Autism; Pervasive Developmental Disorders; Student Needs; Educational Experience; Guidelines; Statistical Analysis; Models; Inclusion; Outcomes of Education; Teacher Attitudes; Educational Strategies; Gifted Disabled; Foreign Countries; Evidence Based Practice; Mental Health; Case Studies; Academic Achievement; Well Being; Learner Engagement; Anxiety; Self Management; Personal Autonomy; Program Descriptions; Online Surveys; Australia + Suchen Sie Ihr Suchwort? Autismus; Bildungserfahrung; Richtlinien; Statistische Analyse; Analogiemodell; Inklusion; Lernleistung; Schulerfolg; Lehrerverhalten; Lehrstrategie; Ausland; Psychohygiene; Case study; Fallstudie; Case Study; Schulleistung; Well-being; Wellness; Wohlbefinden; Angst; Selbstmanagement; Individuelle Autonomie; Australien
Abstract	National statistics indicate the ongoing challenge of catering for the unique needs of students with Autism Spectrum Disorder (ASD) within the context of inclusive education. Higher rates of difficulty and poorer outcomes are experienced by this cohort when compared to both the general population and others within the disability sector. The perspectives of educators from a variety of roles were examined to identify factors impacting upon the educational experience of high-functioning students with ASD to determine how they could be supported more effectively. Findings indicate despite extensive educational experience and considerable knowledge of ASD, many educators lack an understanding of how to identify individual student needs, and also of specific impacts of ASD and appropriate supportive strategies. Emerging from the data, the Bridges and Barriers Model of Support (BBMS) provides inclusive school communities with a framework for planning a shared understanding of student strengths, identified challenges, supportive strategies and specific targets for success. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01