Listening to the Voice of a Pupil with Autism Spectrum Condition in the Educational Design of a Mainstream Early Years Setting

Autor/inn/en	Rouvali, Aimilia; Riga, Vassiliki
Titel	Listening to the Voice of a Pupil with Autism Spectrum Condition in the Educational Design of a Mainstream Early Years Setting
Quelle	In: Education 3-13, 49 (2021) 4, S.464-480 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1734042
Schlagwörter	Foreign Countries; Autism; Pervasive Developmental Disorders; Inclusion; Mainstreaming; Student Characteristics; Student Interests; Individualized Education Programs; Students with Disabilities; Preferences; Barriers; Participative Decision Making; Student Participation; Elementary School Students; Teacher Attitudes; Elementary School Teachers; Program Development; Greece + Suchen Sie Ihr Suchwort? Ausland; Autismus; Inklusion; Studieninteresse; Individualized education program; Individualisierendes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Programmplanung; Griechenland
Abstract	The research investigates the thoughts, needs, wishes and preferences of a pupil diagnosed with autism spectrum condition in regard to her daily experiences in a mainstream early years' setting, in a small Greek island. The purpose of this case study was to explore and provide an example of how the designing of the Individual Learning Plan could be tailored to a specific pupil's strengths and preferences, rather than the areas of need. The data were collected through observations, intensive interaction sessions, cameras, activities and questionnaires for parents, teacher and the pupil. The result depicted the pupil's significant sensory needs, her desire for structured routine and visual aid, and her favourite places and activities. A special bond between the pupil and her one-to-one teacher was also apparent in all the tools. The ILP was implemented for the whole of spring and summer terms and had a positive impact on both the academic progress and social and emotional development of the pupil. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01