Characteristics of Teachers' Recommended Social Support Strategies for Primary Students with ASD

Autor/inn/en	Gledhill, Jamie; Currie, Janet L.
Titel	Characteristics of Teachers' Recommended Social Support Strategies for Primary Students with ASD
Quelle	In: International Online Journal of Primary Education, 9 (2020) 1, S.18-34 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gledhill, Jamie) ORCID (Currie, Janet L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1300-915X
Schlagwörter	Elementary School Students; Students with Disabilities; Autism; Pervasive Developmental Disorders; Social Support Groups; Teacher Attitudes; Classroom Techniques; Best Practices; Inclusion; Foreign Countries; Attitudes toward Disabilities; Play; Social Development; Nonverbal Communication; Emotional Intelligence; Technology Integration; Interpersonal Competence; Australia + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Social support; Soziale Unterstützung; Lehrerverhalten; Klassenführung; Inklusion; Ausland; Spiel; Soziale Entwicklung; Non-verbal communication; Nonverbale Kommunikation; Emotionale Intelligenz; Interpersonale Kompetenz; Australien
Abstract	This study explored teachers' perspectives of the use of social support for students with ASD through a qualitative case study. The four main themes to emerge from the interview data reflecting the teachers' recommended strategies for social support included (a) Teachers' views of students with ASD and social support, (b) Recommendations for best practice at the whole-school level, (c) Promoting acceptance, and (d) Practical classroom strategies. The final theme contained five subthemes or a range of practical classroom social support strategies teachers may use, including Routine, Developmental Play and Group Work, Explicitly Teaching Awareness of Emotions and Body Language, ICT, and Integration. Despite being limited to the views of two busy teachers, this study highlights the significant and vital need for the use of social support for students with ASD. This study directs teachers, schools, universities and pre-service teachers towards the use of positive pedagogies and approaches to inclusive education. It is recommended that all primary teachers consider the best practice of social support within their own classroom, and further research be carried out to investigate best practice in fostering and supporting the social growth and needs of students with ASD. (As Provided).
Anmerkungen	International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01