Tele-Classroom Consultation: Promoting an Inclusive Approach to Supporting the Needs of Educators, Families and Early Years Learners on the Autism Spectrum in Rural and Remote Areas in Contextually Responsive Ways

Autor/inn/en	Saggers, Beth; Tones, Megan; Dunne, Jacqueline; Aberdein, Rachel
Titel	Tele-Classroom Consultation: Promoting an Inclusive Approach to Supporting the Needs of Educators, Families and Early Years Learners on the Autism Spectrum in Rural and Remote Areas in Contextually Responsive Ways
Quelle	In: International Journal of Inclusive Education, 25 (2021) 11, S.1305-1326 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saggers, Beth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1609103
Schlagwörter	Autism; Pervasive Developmental Disorders; Inclusion; Rural Schools; Access to Education; Educational Technology; Technology Uses in Education; Foreign Countries; Telecommunications; Problem Solving; Faculty Development; Student Needs; Attention Deficit Hyperactivity Disorder; Parent Attitudes; Teacher Attitudes; Program Effectiveness; Interdisciplinary Approach; Administrator Attitudes; Consultation Programs; Australia + Suchen Sie Ihr Suchwort? Autismus; Inklusion; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Education; Access; Bildung; Zugang; Bildungszugang; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Telekommunikationstechnik; Problemlösen; Elternverhalten; Lehrerverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Fachberatung; Australien
Abstract	Many students on the autism spectrum attend mainstream schools and face challenges coping with the demands of this complex environment. Education in rural and remote locations poses additional challenges due to limited access to additional resourcing, specialised support, and services. This case study describes a problem-solving, collaborative approach providing rural and remote educators with additional direct support and services tailored to meet the individualised and complex learning needs of students on the autism spectrum in the classroom. The Tele-Classroom Consultative (TCC) approach involved a multidisciplinary team working face-to-face and remotely with the school community to deliver a cost-efficient professional support service. Data from semi-structured interviews with the teacher, parent, and school principal were analysed using the Index for Inclusion as a framework to show how the TCC approach enabled educators to implement inclusive approaches in rural and remote settings. Findings indicate that this method has potential for schools in rural and remote locations to meet the needs of all students, including those on the autism spectrum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01