Literaturnachweis - Detailanzeige
| Autor/inn/en | Sharma, Umesh; Rangarajan, Rashmi |
|---|---|
| Titel | Teaching Students with Autism Spectrum Disorders in South Asia: A Scoping Study and Recommendations for Future |
| Quelle | In: International Journal of Developmental Disabilities, 65 (2019) 5, S.347-358 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Sharma, Umesh) ORCID (Rangarajan, Rashmi) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2047-3869 |
| DOI | 10.1080/20473869.2019.1641017 |
| Schlagwörter | Autism; Pervasive Developmental Disorders; Students with Disabilities; Educational Practices; Inclusion; Journal Articles; Foreign Countries; Instructional Effectiveness; Applied Behavior Analysis; Urban Population; Parent Role; Augmentative and Alternative Communication; Early Intervention; Children; Best Practices; India; Pakistan; Sri Lanka |
| Abstract | Objectives: Our paper reviews current teaching practices used to support students with autism spectrum disorder (ASD) in the South Asian region, and to what extent these teaching practices reflect key research based effective practices. We have focused our attention on teaching practices at a time when we are witnessing a greater thrust towards achieving inclusive education at both, regional and global levels. Methods: We have used an eclectic approach for the study by employing a scoping review methodology to identify peer reviewed journal articles from South Asian countries. Having identified 10 articles and three dissertations in total from India, Pakistan, and Sri Lanka, we have used a matrix method to present our data against nine best teaching practices for students with ASD. Results: Results from the review indicate three practices (of the nine best teaching practices) were most frequently used. These are assessments, alternative, and augmentative communication systems, and parentimplemented instruction/program. The other six teaching practices were not widely reported. Conclusions: We identify significant implications for practitioners, educators, and teacher education programs within the Asian region and beyond. The use of an eclectic approach in making choices regarding teaching strategies, incorporating varied research based effective teaching practices, and following a systematic and informed approach of assessments -- teaching interventions -- ongoing evaluation are key to supporting students with ASD. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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