Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Autism and Developmental Disorders 9/2019

08-06-2019 | Original Paper

Promoting a Collective Voice from Parents, Educators and Allied Health Professionals on the Educational Needs of Students on the Autism Spectrum

Auteurs: Beth Saggers, Megan Tones, Jacqueline Dunne, David Trembath, Susan Bruck, Amanda Webster, David Klug, Shanshan Wang

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2019

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Providing support for the educational needs of students on the autism spectrum continues to be challenging. Findings from this survey of parents, teachers and specialist staff highlight the need for collaboration between stakeholders who support the education of these students. The main themes to emerge were for school staff to be equipped with the knowledge and expertise to support each student in their learning, and for support with social/emotional needs. Findings highlighted the need for a transparent process for building school capacity to translate research and knowledge into practice by all stakeholders. This collective voice is important to ensure the needs of these students are identified and that appropriate support is implemented to maximise the educational success of these students.
Bijlagen
Alleen toegankelijk voor geautoriseerde gebruikers
Voetnoten
1
Pseudonyms have been used throughout the paper.
 
Literatuur
go back to reference American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Association. CrossRef American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Association. CrossRef
go back to reference Baio, J., Wiggins, L., Christensen, D. L., Maenner, M. J., Daniels, J., Warren, Z., … Dowling, N. F. (2018). Prevalence of autism spectrum disorder among children aged 8 years: Autism and developmental disabilities monitoring network, 11 Sites, United States, 2014. MMWR Surveillance Summaries, 67(6), 1–23. https://​doi.​org/​10.​15585/​mmwr.​ss6706a1. Baio, J., Wiggins, L., Christensen, D. L., Maenner, M. J., Daniels, J., Warren, Z., … Dowling, N. F. (2018). Prevalence of autism spectrum disorder among children aged 8 years: Autism and developmental disabilities monitoring network, 11 Sites, United States, 2014. MMWR Surveillance Summaries, 67(6), 1–23. https://​doi.​org/​10.​15585/​mmwr.​ss6706a1.
go back to reference Baldry-Currens, J. A., & Blithell, C. P. (2000). Clinical education: Listening to different perspectives. Physiotherapy, 86(12), 645–653. CrossRef Baldry-Currens, J. A., & Blithell, C. P. (2000). Clinical education: Listening to different perspectives. Physiotherapy, 86(12), 645–653. CrossRef
go back to reference Bauminger, N. (2002). The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: Intervention outcomes. Journal of Autism and Developmental Disorders, 32(4), 283–298. CrossRefPubMed Bauminger, N. (2002). The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: Intervention outcomes. Journal of Autism and Developmental Disorders, 32(4), 283–298. CrossRefPubMed
go back to reference Bellini, S. (2008). Building social relationships: A systematic approach to teaching social interaction skills to children and adolescents with autism spectrum disorders and other social difficulties. Shawnee Mission, KS: Autism Asperger. Bellini, S. (2008). Building social relationships: A systematic approach to teaching social interaction skills to children and adolescents with autism spectrum disorders and other social difficulties. Shawnee Mission, KS: Autism Asperger.
go back to reference Cameron, R. (2009). A sequential mixed model research design: Design, analytical and display issues. International Journal of Multiple Research Approaches, 3(2), 140–152. CrossRef Cameron, R. (2009). A sequential mixed model research design: Design, analytical and display issues. International Journal of Multiple Research Approaches, 3(2), 140–152. CrossRef
go back to reference Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. G. (2000). Prosocial foundations of children’s academic achievement. Psychological Science, 11, 302–306. CrossRefPubMed Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. G. (2000). Prosocial foundations of children’s academic achievement. Psychological Science, 11, 302–306. CrossRefPubMed
go back to reference Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston, MA: Pearson. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston, MA: Pearson.
go back to reference Driscoll, D. L., Appiah-Yeboah, A., Salib, P., & Rupert, D. J. (2007). Merging qualitative and quantitative data in mixed methods research: How to and why not. Ecological and Environmental Anthropology, 3(1), 19–28. Driscoll, D. L., Appiah-Yeboah, A., Salib, P., & Rupert, D. J. (2007). Merging qualitative and quantitative data in mixed methods research: How to and why not. Ecological and Environmental Anthropology, 3(1), 19–28.
go back to reference Durlak, J., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. CrossRefPubMed Durlak, J., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. CrossRefPubMed
go back to reference Edwards, C. C., & Da Fonte, A. (2012). The 5-point plan: Fostering successful partnerships with families of students with disabilities. Teaching Exceptional Children, 44(3), 6–13. CrossRef Edwards, C. C., & Da Fonte, A. (2012). The 5-point plan: Fostering successful partnerships with families of students with disabilities. Teaching Exceptional Children, 44(3), 6–13. CrossRef
go back to reference Elias, M. J. (2003). Academic and social-emotional learning. Geneva: International Bureau of Education. Elias, M. J. (2003). Academic and social-emotional learning. Geneva: International Bureau of Education.
go back to reference Farrell, P., & Ainscow, M. (Eds.). (2002). Making special education inclusive: From research to practice. Abingdon: David Fulton. Farrell, P., & Ainscow, M. (Eds.). (2002). Making special education inclusive: From research to practice. Abingdon: David Fulton.
go back to reference Gargiulo, R. M., & Metcalf, D. (2013). Teaching in today’s inclusive classrooms: A universal design for learning approach (2nd ed.). Belmont, CA: Wadsworth, Cengage Learning. Gargiulo, R. M., & Metcalf, D. (2013). Teaching in today’s inclusive classrooms: A universal design for learning approach (2nd ed.). Belmont, CA: Wadsworth, Cengage Learning.
go back to reference Gavin, H. (2008). Understanding research methods and statistics in psychology. London: SAGE. CrossRef Gavin, H. (2008). Understanding research methods and statistics in psychology. London: SAGE. CrossRef
go back to reference Gillett-Swan, J. K., & Coppock, V. (2016). Children’s rights, educational research and the UNCRC: Past, present and future. UK: Symposium Books. CrossRef Gillett-Swan, J. K., & Coppock, V. (2016). Children’s rights, educational research and the UNCRC: Past, present and future. UK: Symposium Books. CrossRef
go back to reference Humphrey, N. (2008). Including pupils with autistic spectrum disorders in mainstream schools. Support for Learning, 23, 41–47. CrossRef Humphrey, N. (2008). Including pupils with autistic spectrum disorders in mainstream schools. Support for Learning, 23, 41–47. CrossRef
go back to reference Jones, C. R., Happe, F., Golden, H., Marsden, A. J., Tregay, J., Simonoff, E., … Charman, T. (2009). Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment. Neuropsychology, 23(6), 718–728. https://​doi.​org/​10.​1037/​a0016360. Jones, C. R., Happe, F., Golden, H., Marsden, A. J., Tregay, J., Simonoff, E., … Charman, T. (2009). Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment. Neuropsychology, 23(6), 718–728. https://​doi.​org/​10.​1037/​a0016360.
go back to reference Kurth, J., & Mastergeorge, A. (2010). Academics and cognitive profiles of students with autism: Implications for classroom practice and placement. International Journal of Special Education, 25, 8–14. Kurth, J., & Mastergeorge, A. (2010). Academics and cognitive profiles of students with autism: Implications for classroom practice and placement. International Journal of Special Education, 25, 8–14.
go back to reference Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77, 1–24. CrossRefPubMed Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77, 1–24. CrossRefPubMed
go back to reference Low, C. (2007). A defence of moderate inclusion and the end of ideology. In R. Cigman (Ed.), Included or excluded? The challenge of the mainstream for some SEN children (pp. 15–23). London: Routledge. Low, C. (2007). A defence of moderate inclusion and the end of ideology. In R. Cigman (Ed.), Included or excluded? The challenge of the mainstream for some SEN children (pp. 15–23). London: Routledge.
go back to reference Magyar, C. I., & Pandolfi, V. (2012). Considerations for establishing a multi-tiered problem-solving model for students with autism spectrum disorders and comorbid emotional behavioral disorders. Psychology in the Schools, 49(10), 975–987. CrossRef Magyar, C. I., & Pandolfi, V. (2012). Considerations for establishing a multi-tiered problem-solving model for students with autism spectrum disorders and comorbid emotional behavioral disorders. Psychology in the Schools, 49(10), 975–987. CrossRef
go back to reference Menold, J., Jablokow, K.W., Purzer, S., Ferguson, D.M., & Ohland, M.W. (2015). Using an instrument blueprint to support the rigorous development of new surveys and assessments in engineering education. In: 122nd American Society for Engineering Education (ASEE). Seattle June 14–17, 2015. Menold, J., Jablokow, K.W., Purzer, S., Ferguson, D.M., & Ohland, M.W. (2015). Using an instrument blueprint to support the rigorous development of new surveys and assessments in engineering education. In: 122nd American Society for Engineering Education (ASEE). Seattle June 14–17, 2015.
go back to reference Messick, Samuel. (1995). Validity of psychological assessment: validation of inferences from persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741. CrossRef Messick, Samuel. (1995). Validity of psychological assessment: validation of inferences from persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741. CrossRef
go back to reference Onwuegbuzie, A. J., & Teddlie, C. (2003). A framework for analyzing data in mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 351–383). Thousand Oaks, CA: Sage. Onwuegbuzie, A. J., & Teddlie, C. (2003). A framework for analyzing data in mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 351–383). Thousand Oaks, CA: Sage.
go back to reference Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
go back to reference Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth- grade students: Technical report: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning (CASEL). Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth- grade students: Technical report: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning (CASEL).
go back to reference Pellicano, L., Bölte, S., & Stahmer, A. (2018). The current illusion of educational inclusion. Autism, 22(4), 386–387. CrossRefPubMed Pellicano, L., Bölte, S., & Stahmer, A. (2018). The current illusion of educational inclusion. Autism, 22(4), 386–387. CrossRefPubMed
go back to reference Powers, B. A., & Knapp, T. A. (Eds.). (2010). Dictionary of nursing theory and research (4th ed.). New York: Springer. Powers, B. A., & Knapp, T. A. (Eds.). (2010). Dictionary of nursing theory and research (4th ed.). New York: Springer.
go back to reference Ravet, J. (2011). Inclusive/exclusive? Contradictory perspectives on autism and inclusion: The case for an integrative position. International Journal of Inclusive Education, 15(6), 667–682. CrossRef Ravet, J. (2011). Inclusive/exclusive? Contradictory perspectives on autism and inclusion: The case for an integrative position. International Journal of Inclusive Education, 15(6), 667–682. CrossRef
go back to reference Saggers, B., Klug, D., Harper-Hill, K., Ashburner, J., Costley, D., Clark, T., et al. (2016). Australian autism educational needs analysis: What are the needs of schools, parents and students on the autism spectrum?. Brisbane, QLD: Cooperative Research Centre for Living with Autism. Saggers, B., Klug, D., Harper-Hill, K., Ashburner, J., Costley, D., Clark, T., et al. (2016). Australian autism educational needs analysis: What are the needs of schools, parents and students on the autism spectrum?. Brisbane, QLD: Cooperative Research Centre for Living with Autism.
go back to reference Sansosti, F. (2010). Teaching social skills to children with autism spectrum disorders using tiers of support: A guide for school-based professionals. Psychology in the Schools, 47(3), 257–281. Sansosti, F. (2010). Teaching social skills to children with autism spectrum disorders using tiers of support: A guide for school-based professionals. Psychology in the Schools, 47(3), 257–281.
go back to reference Sansosti, J. M. (2008). The meaning and means of inclusion for students with autism spectrum disorders: A qualitative study of educators’ and parents’ attitudes, beliefs, and decision- making strategies (PhD thesis). University of South Florida, USA. Sansosti, J. M. (2008). The meaning and means of inclusion for students with autism spectrum disorders: A qualitative study of educators’ and parents’ attitudes, beliefs, and decision- making strategies (PhD thesis). University of South Florida, USA.
go back to reference Siegel, B. (2018). The politics of autism. New York: Oxford University Press. Siegel, B. (2018). The politics of autism. New York: Oxford University Press.
go back to reference Soriano, F. (2013). Conducting needs assessments: A multidisciplinary approach (2nd ed.). Thousand Oaks, CA: SAGE. CrossRef Soriano, F. (2013). Conducting needs assessments: A multidisciplinary approach (2nd ed.). Thousand Oaks, CA: SAGE. CrossRef
go back to reference Soto-Chodiman, R. E., Pooley, J., Cohen, L., & Taylor, M. F. (2012). Students with ASD in mainstream primary education settings: Teachers’ experiences in Western Australian classrooms. Australasian Journal of Special Education, 36(2), 97–111. CrossRef Soto-Chodiman, R. E., Pooley, J., Cohen, L., & Taylor, M. F. (2012). Students with ASD in mainstream primary education settings: Teachers’ experiences in Western Australian classrooms. Australasian Journal of Special Education, 36(2), 97–111. CrossRef
go back to reference United Nations Educational Scientific and Cultural Organisation. (1994). Salamanca statement and framework for action on special needs. Salamanca: UNESCO. United Nations Educational Scientific and Cultural Organisation. (1994). Salamanca statement and framework for action on special needs. Salamanca: UNESCO.
go back to reference Webster, A. A., & Roberts, J. M. A. (2014). Building the capacity of schools to achieve outcomes for students with autism spectrum disorders: A pilot project. Cairns: Department of Education, Training & Employment, Far North Queensland. Webster, A. A., & Roberts, J. M. A. (2014). Building the capacity of schools to achieve outcomes for students with autism spectrum disorders: A pilot project. Cairns: Department of Education, Training & Employment, Far North Queensland.
go back to reference Webster, A. A., & Wilkinson, J. (2015). Leading school communities to implement a sustainable school-wide model leading to outcomes for students with ASD. Special Education Perspectives, 24, 27–37. Webster, A. A., & Wilkinson, J. (2015). Leading school communities to implement a sustainable school-wide model leading to outcomes for students with ASD. Special Education Perspectives, 24, 27–37.
Metagegevens
Titel
Promoting a Collective Voice from Parents, Educators and Allied Health Professionals on the Educational Needs of Students on the Autism Spectrum
Auteurs
Beth Saggers
Megan Tones
Jacqueline Dunne
David Trembath
Susan Bruck
Amanda Webster
David Klug
Shanshan Wang
Publicatiedatum
08-06-2019
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 9/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-019-04097-8