Skip to main content
Top
Gepubliceerd in: Journal of Autism and Developmental Disorders 6/2009

01-06-2009 | Original Paper

Special Education Versus Inclusive Education: The Role of the TEACCH Program

Auteurs: Simonetta Panerai, Marinella Zingale, Grazia Trubia, Maria Finocchiaro, Rosa Zuccarello, Raffaele Ferri, Maurizio Elia

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2009

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

Our study aimed at comparing, over a period of 3 years, the effectiveness of three different educational approaches addressed to children with autism and severe mental retardation. The first one was a treatment and education of autistic and related communication handicapped children (TEACCH) program implemented in a residential center; the second was a TEACCH program implemented at home and at mainstream schools, after a specific parent psychoeducational training; the third approach referred to inclusive education in mainstream schools, in which a nonspecific approach was implemented. Each subject was assessed twice, using the Psycho-Educational Profile-Revised (PEP-R) and Vineland Adaptive Behavior Scale (VABS)-survey form. Effectiveness of TEACCH appeared to be confirmed, showing positive outcomes in the natural setting, and revealing its inclusive value.
Literatuur
go back to reference American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders, TSM-IV-TR. Washington, DC: Author. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders, TSM-IV-TR. Washington, DC: Author.
go back to reference Cecchini, M. (1989). Sviluppo intellettivo e sociale nella sindrome di Down: Fattori rilevanti. In R. Ferri & A. Spagnolo (Eds.), La sindrome di Down. Roma: Pensiero Scientifico. Cecchini, M. (1989). Sviluppo intellettivo e sociale nella sindrome di Down: Fattori rilevanti. In R. Ferri & A. Spagnolo (Eds.), La sindrome di Down. Roma: Pensiero Scientifico.
go back to reference Dunlap, G., Johnson, L. F., & Robbins, F. R. (1990). Preventing serious behavior problems through skill development and early intervention. In A. C. Repp & N. N. Singh (Eds.), Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities. Sycamore, IL: Sycamore Publishing. Dunlap, G., Johnson, L. F., & Robbins, F. R. (1990). Preventing serious behavior problems through skill development and early intervention. In A. C. Repp & N. N. Singh (Eds.), Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities. Sycamore, IL: Sycamore Publishing.
go back to reference Koegel, R. L., Bimbela, A., & Screibman, L. (1996). Collateral effects of parent training on family interactions. Journal of Autism and Developmental Disorders, 26(3), 347–359. doi:10.1007/BF02172479.PubMedCrossRef Koegel, R. L., Bimbela, A., & Screibman, L. (1996). Collateral effects of parent training on family interactions. Journal of Autism and Developmental Disorders, 26(3), 347–359. doi:10.​1007/​BF02172479.PubMedCrossRef
go back to reference Mesibov, G., & Howley, M. (2003). Accessing the curriculum for pupils with autistic spectrum disorders: using the TEACCH programme to help inclusion. London: David Fulton. Mesibov, G., & Howley, M. (2003). Accessing the curriculum for pupils with autistic spectrum disorders: using the TEACCH programme to help inclusion. London: David Fulton.
go back to reference National Research Council. (2001). Educating children with autism. Committee on educational interventions for children with autism. In C. Lord & J. P. McGee (Eds.), Division of behavioral and social sciences and education. Washington DC: National Academy Press. National Research Council. (2001). Educating children with autism. Committee on educational interventions for children with autism. In C. Lord & J. P. McGee (Eds.), Division of behavioral and social sciences and education. Washington DC: National Academy Press.
go back to reference Norgate, R. (1998). Reducing self-injurious behaviour in a child with severe learning difficulties: enhancing predictability and structure. Educational Psychology in Practice, 14, 176–182. doi:10.1080/0266736980140304.CrossRef Norgate, R. (1998). Reducing self-injurious behaviour in a child with severe learning difficulties: enhancing predictability and structure. Educational Psychology in Practice, 14, 176–182. doi:10.​1080/​0266736980140304​.CrossRef
go back to reference Panerai, S. (1999). Importanza ed efficacia dell’insegnamento strutturato e degli ausili visivi: presentazione di un caso clinico con diagnosi di autismo associato a ritardo mentale grave. Ciclo evolutivo e disabilità, 2(2), 269–285. Panerai, S. (1999). Importanza ed efficacia dell’insegnamento strutturato e degli ausili visivi: presentazione di un caso clinico con diagnosi di autismo associato a ritardo mentale grave. Ciclo evolutivo e disabilità, 2(2), 269–285.
go back to reference Panerai, S., Ferrante, L., & Caputo, V. (1997). The TEACCH strategy in mentally retarded children with autism: a multidimensional assessment. Journal of Autism and Developmental Disorders, 27(3), 345–347.PubMed Panerai, S., Ferrante, L., & Caputo, V. (1997). The TEACCH strategy in mentally retarded children with autism: a multidimensional assessment. Journal of Autism and Developmental Disorders, 27(3), 345–347.PubMed
go back to reference Panerai, S., Ferrante, L., Caputo, V., & Impellizzeri, C. (1998). Use of structured teaching for treatment of children with autism and severe and profound mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 33(4), 367–374. Panerai, S., Ferrante, L., Caputo, V., & Impellizzeri, C. (1998). Use of structured teaching for treatment of children with autism and severe and profound mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 33(4), 367–374.
go back to reference Panerai, S., Ferrante, L., & Zingale, M. (2002). Benefits of the treatment and education of autistic and communication handicapped children (TEACCH) programme as compared with a non-specific approach. Journal of Intellectual Disability Research, 46(4), 318–327. doi:10.1046/j.1365-2788.2002.00388.x.PubMedCrossRef Panerai, S., Ferrante, L., & Zingale, M. (2002). Benefits of the treatment and education of autistic and communication handicapped children (TEACCH) programme as compared with a non-specific approach. Journal of Intellectual Disability Research, 46(4), 318–327. doi:10.​1046/​j.​1365-2788.​2002.​00388.​x.PubMedCrossRef
go back to reference Probst, P., & Leppert, T. (2008). Brief report: Outcomes of a teacher-training program for autism spectrum disorders. Journal of Autism and Developmental Disorders (in press). Probst, P., & Leppert, T. (2008). Brief report: Outcomes of a teacher-training program for autism spectrum disorders. Journal of Autism and Developmental Disorders (in press).
go back to reference Rutter, M., Le Couteur, A., & Lord, C. (2003). ADI-R: Autism diagnostic interview—revised. Los Angeles, CA: Western Psychological Services. Rutter, M., Le Couteur, A., & Lord, C. (2003). ADI-R: Autism diagnostic interview—revised. Los Angeles, CA: Western Psychological Services.
go back to reference Sanford, A. R., & Zelman, J. G. (1981). The learning accomplishment profile (revised edition). Winston Salem (CA): Kaplan Press. Sanford, A. R., & Zelman, J. G. (1981). The learning accomplishment profile (revised edition). Winston Salem (CA): Kaplan Press.
go back to reference Schopler, E. (1994). A statewide program for the treatment and education of autistic and related communication handicapped children (TEACCH). Psychoses and Pervasive Developmental Disorders, 3, 91–103. Schopler, E. (1994). A statewide program for the treatment and education of autistic and related communication handicapped children (TEACCH). Psychoses and Pervasive Developmental Disorders, 3, 91–103.
go back to reference Schopler, E., Mesibov, G. B., & Hearsey, K. (1995). Structured teaching in the TEACCH system. In E. Schopler & G. B. Mesibov (Eds.), Learning and cognition in autism. New York, NY: Plenum Press. Schopler, E., Mesibov, G. B., & Hearsey, K. (1995). Structured teaching in the TEACCH system. In E. Schopler & G. B. Mesibov (Eds.), Learning and cognition in autism. New York, NY: Plenum Press.
go back to reference Schopler, E., Reichler, R. J., Bashford, A., Lansing, M. D., & Marcus, L. M. (1990). Individualised assessment and treatment for autistic and developmentally disabled children, vol. I: Psychoeducational Profile Revised (PEP/R). Austin, TX: Pro-Ed. Schopler, E., Reichler, R. J., Bashford, A., Lansing, M. D., & Marcus, L. M. (1990). Individualised assessment and treatment for autistic and developmentally disabled children, vol. I: Psychoeducational Profile Revised (PEP/R). Austin, TX: Pro-Ed.
go back to reference Schopler, E., Reichler, R. J., & Lansing, M. D. (1980). Individualised assessment and treatment for autistic and developmentally disabled children, vol.2: Teaching strategies for parents and professionals. Baltimore, MD: University Park Press. Schopler, E., Reichler, R. J., & Lansing, M. D. (1980). Individualised assessment and treatment for autistic and developmentally disabled children, vol.2: Teaching strategies for parents and professionals. Baltimore, MD: University Park Press.
go back to reference Schopler, E., Reichler, R. J., & Renner, B. (1988). The childhood autism rating scale (CARS). Los Angeles, CA: Western Psychological Services. Schopler, E., Reichler, R. J., & Renner, B. (1988). The childhood autism rating scale (CARS). Los Angeles, CA: Western Psychological Services.
go back to reference Sparrow, S., Balla, D., & Cicchetti, D. (1994). Vineland adaptive behaviour scale (survey form). Circle Pines, MN: American Guidance Service. Sparrow, S., Balla, D., & Cicchetti, D. (1994). Vineland adaptive behaviour scale (survey form). Circle Pines, MN: American Guidance Service.
go back to reference Tsang, S. K., Shek, D. T., Lam, L. L., Tang, F. L., & Cheung, P. M. (2007). Brief report: Application of the TEACCH program on Chinese pre-school children with autism. Does culture make a difference? Journal of Autism and Developmental Disorders, 37(2), 390–396. doi:10.1007/s10803-006-0199-6.PubMedCrossRef Tsang, S. K., Shek, D. T., Lam, L. L., Tang, F. L., & Cheung, P. M. (2007). Brief report: Application of the TEACCH program on Chinese pre-school children with autism. Does culture make a difference? Journal of Autism and Developmental Disorders, 37(2), 390–396. doi:10.​1007/​s10803-006-0199-6.PubMedCrossRef
go back to reference World Health Organization. (2001). International classification of functioning, disability and health (ICF). Geneva, Switzerland: Author. World Health Organization. (2001). International classification of functioning, disability and health (ICF). Geneva, Switzerland: Author.
Metagegevens
Titel
Special Education Versus Inclusive Education: The Role of the TEACCH Program
Auteurs
Simonetta Panerai
Marinella Zingale
Grazia Trubia
Maria Finocchiaro
Rosa Zuccarello
Raffaele Ferri
Maurizio Elia
Publicatiedatum
01-06-2009
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 6/2009
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-009-0696-5

Andere artikelen Uitgave 6/2009

Journal of Autism and Developmental Disorders 6/2009 Naar de uitgave