Exploring Teachers' Strategies for Including Children with Autism Spectrum Disorder in Mainstream Classrooms

Autor/inn/en	Lindsay, Sally; Proulx, Meghann; Scott, Helen; Thomson, Nicole
Titel	Exploring Teachers' Strategies for Including Children with Autism Spectrum Disorder in Mainstream Classrooms
Quelle	In: International Journal of Inclusive Education, 18 (2014) 2, S.101-122 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2012.758320
Schlagwörter	Educational Strategies; Inclusion; Mainstreaming; Autism; Pervasive Developmental Disorders; Classroom Techniques; Qualitative Research; Elementary School Teachers; Special Needs Students; Interviews; Classroom Environment; Advocacy; Educational Resources; Professional Training; Teaching Methods; Teamwork; Teacher Student Relationship; Parent Teacher Cooperation; Sensitivity Training; Attitudes toward Disabilities; Consciousness Raising; Collegiality; Teacher Characteristics; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Lehrstrategie; Inklusion; Autismus; Klassenführung; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Interviewing; Interviewtechnik; Klassenklima; Unterrichtsklima; Sozialanwaltschaft; Bildungsmittel; Berufliche Fachbildung; Berufliche Fortbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Sensitivitätstraining; Bewusstseinsbildung; Kollegialität; Ausland; Kanada
Abstract	As the rates of diagnosis of autism spectrum disorder (ASD) increase and more students with ASD are enrolled in mainstream schools, educators face many challenges in teaching and managing social and behavioural development while ensuring academic success for all students. This descriptive, qualitative study, embedded within an inclusive pedagogical approach, draws on a purposive sample of 13 elementary school teachers who have experience in teaching children with ASD within two cities in Ontario, Canada. Through in-depth interviews we asked about teachers' strategies for creating an inclusive environment within their classroom. Teachers had several recommendations for successfully including children with ASD in mainstream classrooms including: (1) advocating for resources and essential training; (2) tailored teaching methods; (3) teamwork within the school; (4) building a rapport with parents and students; and (5) building a climate of acceptance within the classroom through disability awareness, education and sensitivity training. In conclusion, teachers need to use several strategies and have appropriate training and resources to optimise the successful inclusion of children with ASD. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10