Barriers and enablers of inclusion for young autistic learners: lessons from the Polish experiences of teachers and related professionals

IF 1.1 Q4 PSYCHOLOGY, DEVELOPMENTAL Advances in Autism Pub Date : 2019-03-21 DOI:10.1108/AIA-06-2018-0021
M. Hersh, S. Elley
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引用次数: 1

Abstract

Purpose The purpose of this paper is to present new empirical data on the experiences of 120 teachers and professionals working with autistic children and young people across different settings in Poland where autism research on inclusive education is scarce. It explores the relationship of inclusive education to the social and neurodiversity models of disability. It makes evidence-based recommendations for good practice and modelling and evaluating future education and inclusion practices. Design/methodology/approach It uses a survey approach involving a combination of qualitative and quantitative data collection and embeds practical findings in theory, including the relationship of inclusive education to the social and neurodiversity models of disability. Findings The findings include the barriers teachers and related professionals experience in facilitating inclusive teaching and learning and how the following would be useful to autistic students: opportunities to exercise responsibilities and take leadership roles; social as well as educational inclusion; provision of a safe environment; regular funded autism training in work time; and appropriate use of additional classroom teachers. Research limitations/implications A survey-based approach has limitations. Practical implications Opportunities to exercise responsibilities and take leadership roles; social as well as educational inclusion; provision of a safe environment; regular funded autism training in work time; and appropriate use of additional classroom teachers. Social implications This study can be useful in the development of social skills and communication, social and educational inclusion. Originality/value Polish teachers’ attitudes, experiences and support needs, including some previously overlooked issues, are related to the broader international context beyond Poland. Analysis of the findings is used to derive evidence-based recommendations for good practice and modelling, and evaluating future education and inclusion practices.
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年轻自闭症学习者融入的障碍和推动者:教师和相关专业人员在波兰的经验教训
目的本文的目的是提供关于120名教师和专业人员在波兰不同环境中处理自闭症儿童和年轻人的经验的新的实证数据,在波兰,自闭症对包容性教育的研究很少。它探讨了包容性教育与残疾的社会和神经多样性模式的关系。它为良好做法以及未来教育和包容性做法的建模和评估提出了基于证据的建议。设计/方法论/方法它使用了一种调查方法,包括定性和定量数据收集的结合,并将实际结果嵌入理论中,包括包容性教育与残疾的社会和神经多样性模型的关系。调查结果包括教师和相关专业人员在促进包容性教学方面遇到的障碍,以及以下内容对自闭症学生的有用性:行使责任和发挥领导作用的机会;社会包容和教育包容;提供安全的环境;在工作时间定期资助自闭症培训;适当使用额外的课堂教师。研究局限性/含义基于调查的方法有局限性。实际含义行使职责和发挥领导作用的机会;社会包容和教育包容;提供安全的环境;在工作时间定期资助自闭症培训;适当使用额外的课堂教师。社会含义这项研究对发展社会技能和沟通、社会和教育包容性很有用。独创性/价值观波兰教师的态度、经验和支持需求,包括一些以前被忽视的问题,与波兰以外更广泛的国际背景有关。对研究结果的分析用于得出基于证据的良好做法和建模建议,并评估未来的教育和包容性做法。
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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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