The sensory school: working with teachers, parents and pupils to create good sensory conditions

IF 1.1 Q4 PSYCHOLOGY, DEVELOPMENTAL Advances in Autism Pub Date : 2019-03-21 DOI:10.1108/AIA-09-2018-0034
N. Martin, D. Milton, J. Krupa, S. Brett, Kim Bulman, Daniel D. Callow, Fiona Copeland, Laura Cunningham, Wendy Ellis, Tina Harvey, Monika Moranska, Rebecca Roach, Seanne Wilmot
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引用次数: 3

Abstract

Purpose An alliance of schools and researchers formed a collaborative community of practice in order to understand and improve the sensory school environment for pupils on the autistic spectrum, and incorporate the findings into school improvement planning. The paper aims to discuss this issue. Design/methodology/approach Representatives of special and mainstream schools in South London and a team of researchers formed the project team, including an autistic researcher. The researchers and a named staff member from each of the schools met regularly over the course of 18 months in order to work on an iterative process to improve the sensory experience pupils had of the school environment. Each school completed sensory audits and observations, and was visited by members of the research team. Parents were involved via meetings with the research team and two conferences were organised to share findings. Findings Useful outcomes included: developing and sharing of good practice between schools; opportunities for parents of autistic pupils to discuss their concerns, particularly with someone with insider perspective; and exploration of creative ways to achieve pupil involvement and the idea that good autism practice has the potential to benefit all pupils. A resource pack was produced for the schools to access. Plans are in place to revisit the initiative in 12 months’ time in order to ascertain whether there have been long-term benefits. Originality/value Projects building communities of practice involving autistic people as core team members are rare, yet feedback from those involved in the project showed this to be a key aspect of shared learning.
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感官学校:与教师、家长和学生合作,创造良好的感官条件
目的一个由学校和研究人员组成的联盟组成了一个合作的实践社区,以了解和改善自闭症谱系学生的感官学校环境,并将研究结果纳入学校改进计划。本文旨在讨论这个问题。设计/方法论/方法伦敦南部特殊和主流学校的代表和一组研究人员组成了项目团队,其中包括一名自闭症研究人员。研究人员和每所学校的一名指定工作人员在18个月的时间里定期会面,以制定一个迭代过程,改善学生对学校环境的感官体验。每所学校都完成了感官审计和观察,并接受了研究小组成员的访问。家长们通过与研究团队的会议参与其中,并组织了两次会议来分享研究结果。发现有用的成果包括:学校之间发展和分享良好做法;自闭症学生的父母有机会讨论他们的担忧,特别是与有内部观点的人讨论;探索实现学生参与的创造性方法,以及良好的自闭症实践有可能造福所有学生的理念。制作了一个供学校使用的资源包。计划在12个月后重新审视该倡议,以确定是否有长期效益。独创性/价值构建以自闭症患者为核心团队成员的实践社区的项目很少,但来自项目参与者的反馈表明,这是共享学习的一个关键方面。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Advances in Autism
Advances in Autism PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
2.30
自引率
0.00%
发文量
13
期刊介绍: Advances in Autism is unique in its focus on the health and care aspects and outcomes for people with autism. The journal''s content is international in focus and peer-reviewed. It includes the following: research-based articles evidence-based clinical and support articles articles on policy and advances in services where these can be internationally applied. Key areas of research covered include: clinical developments people''s experience through qualitative research policy debates and outcomes inclusion and quality of life developmental issues population and epidemiological studies services developments evidence-based reviews of key practice issues.
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