Skip to main content
Mijn bibliotheek
Shop
Nieuws Boeken Tijdschriften E-learning Web-tv Video Audio
Tips voor Mijn BSL
UITGEBREID ZOEKEN
Inloggen
Top
Journal of Autism and Developmental Disorders
Gepubliceerd in: Journal of Autism and Developmental Disorders 10/2015

03-06-2015 | Original Paper

The Right to Appropriate and Meaningful Education for Children with ASD

Auteurs: David Marshall, Craig Goodall

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 10/2015

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
    Link delen
publish
Publiceer nu

Abstract

This paper will explore from a ‘child’s rights perspective’ the ‘right’ of children with autistic spectrum disorder (ASD) to appropriate and meaningful education. Human ‘rights’ principles within international law will be evaluated in relation to how they have been interpreted and applied in relation to achieving this ‘right’. The International Convention of the Rights of the Child (United Nations in Convention on the rights of the child, office of the high commissioner, United Nations, Geneva, 1989) and the convention on the rights of the person with disability (United Nations in Convention on the rights of person’s with disabilities and optional protocol, office of the high commissioner, United Nations, Geneva, 2006) amongst others will be utilised to argue the case for ‘inclusive’ educational opportunities to be a ‘right’ of every child on the autistic spectrum. The efficacy of mainstream inclusion is explored, identifying the position that a ‘one size fits all’ model of education is not appropriate for all children with ASD.
vorige artikel Stop and Change: Inhibition and Flexibility Skills Are Related to Repetitive Behavior in Children and Young Adults with Autism Spectrum Disorders
volgende artikel Managing Repetitive Behaviours in Young Children with Autism Spectrum Disorder (ASD): Pilot Randomised Controlled Trial of a New Parent Group Intervention
Literatuur
Anderson, M. (2011). Autistic spectrum disorder. In B. Gates (Ed.), Learning disabilities towards inclusion (6th ed.). London: Churchill Livingstone.
Attwood, T. (2004). Cognitive behavior therapy for children and adults with Asperger’s syndrome. Behavior Change, 21, 147–161.CrossRef
Baron-Cohen, S. (2003). The essential difference: Men, women and the extreme male brain. London: Penguin.
Byrne, B. (2012). Minding the gap? Children with disabilities and the United Nations convention on the rights of persons with disabilities, law and childhood studies: Current legal issues. Oxford: Oxford University Press.
Chamberlain, B., Kasari, C., & Ritehrum-Fuller, E. (2007). Involvement or isolation? The social networks of children with autism in regular classrooms. Journal of Autism and Developmental Disorders, 37, 230–242.CrossRefPubMed
Chandler-Olcott, K., & Kluth, P. (2009). Why everybody benefits from including students with autism in literacy classrooms. The Reading Teacher, 62(7), 548–557.CrossRef
Charman, T., Pelicano, L., Peacey, L., Peacey, N., Forward, K., & Dockrell, J. (2011). What is good practice in ASD education?. London: University of London, Institute of Education.
Conn, C. (2014). Autism and the social model of childhood: A sociocultural perspective on theory and practice. Oxon: Routledge.
Council of Europe. (1950). European council on human rights Article 2, 1st Protocol.
Crisman, B. W. (2008) Inclusive programming for students with autism. Principal, November/December, pp. 28–32.
Department for Children, Schools and Families. (2008). SFR 14/2008 permanent and fixed term exclusions from schools and exclusion appeals in England, 2006/7. DCSF.
Department for Education and Skills (Dfes). (2001). Special educational needs: Code of practice. Nottingham: Dfes.
Department for Education and Skills (Dfes). (2002). Dfes SEN toolkit. Nottingham: Dfes.
Department of Health, Social Services and Public Safety Northern Ireland (DHSSPS). (2014). The prevalence of autism (including Asperger’s syndrome) in school age children in Northern Ireland. DHSSPSNI.
Dybvik, A. C. (2004). Autism and the inclusion mandate. What happens when children with severe disabilities like autism, are taught in regular classrooms? Daniel knows. Education Next, 42(8), 43–49.
Eikeseth, S., Smith, T., & Eldevik, E. J. S. (2002). Intensive behavioural intervention at school for 4–7 year old children with ASD, a 1-year comparison control study. Behaviour Modification, 26(1), 49–68.CrossRef
Elder, E., Talmor, R., & Wolf-Zukerman, T. (2010). Success and difficulties in the individual inclusion of children with autism spectrum disorder (ASD) in the eyes of their coordinators. International Journal of Inclusive Education, 14(1), 97–114.CrossRef
Emam, M. M., & Farrell, P. (2009). Tensions experienced by teachers and their views of support for pupils with autism spectrum disorders in mainstream schools. European Journal of Special Needs Education, 24(4), 407–422.CrossRef
Ferris-Taylor, R. (2011). Communication. In B. Gates (Ed.), Learning disabilities towards inclusion (6th ed.). London: Churchill Livingstone.
Fortin, J. (2009). Children’s rights: The developing law (3rd ed.). Cambridge: Cambridge University Press.CrossRef
Freeman, M. (2000). The future of children’s rights. Children and Society, 14, 277–293.CrossRef
Ganz, B., Earles-Vollrath, T., Heath, A., Parker, R., Rispoli, M., & Duran, J. (2012). A meta- analysis of single case research studies on aided augmentative and alternative communicaiotn systems with individuals with ASD spectrum disorders. Journal of Autism and Developmental Disorder, 42, 60–74.CrossRef
Gates, B. (Ed.). (2011). Learning disabilities towards inclusion (6th ed.). London: Churchill Livingstone.
Goodall, C. (2015a). Excluded by inclusion. Special Educational Needs Magazine, 74, 70–72.
Goodall, C. (2015b). Choice for our children (Special, January, pp. 42–43). National Association of Special Educational Needs.
Hemmeter, M. L. (2010). Classroom-based interventions: Evaluation the past and looking forward toward the future. Topics in Early Childhood Special Education, 20, 56–61.CrossRef
Humphrey, N., & Lewis, S. (2008). ‘Make me normal’ The views and experiences of pupils on the autistic spectrum in mainstream secondary schools. Autism, 12(1), 23–46.CrossRefPubMed
Jones, G., English, A., Guldberg, K., Jordan, R., Richardson, P., & Waltz, M. (2008). Education provision for children and young people on the autism spectrum living in England: A review of current practice, issues and challenges. London: Autism Education Trust.
Jones, G., & Newson, E. (1992). Summary of a research project funded jointly by the Department of Health and the Department for Education on the provision for children and adults with ASD living in England and Wales. London: Psychology Department, Child Development Research Unit, Nottingham University.
Jordan, R. (2005). Managing autism and Asperger’s syndrome in current educational provision. Paediatric Rehabilitation, 8(2), 104–112.
Jordan, R. (2008). Autistic spectrum disorders: A challenge and a model for inclusion in education. British Journal of Special Education, 35(1), 11–15.CrossRef
Keane, E., Aldridge, F. J., Costley, D., & Clark, T. (2012). Students with autism in regular classes: A long-term follow-up study of a satellite class transition model. Journal of Inclusive Education, 16(10), 1001–1017.CrossRef
Kilkelly, U. (2002). Disability and children: The convention on the rights of the child. In G. Quinn & T. Degener (Eds.), Human rights and disability: The current use and future potential of united nations human rights instruments in the context of disability (pp. 191–220). Geneva: United Nations.
Koegel, L. (2000). Interventions to facilitate communication in autism. Journal of Autism and Developmental Disorders, 30, 383–391.CrossRefPubMed
Lovaas, O. I., Koegel, R. L., Simmons, J. Q., & Long, J. S. (1973). Some generalization and follow-up measures on autistic children in behavior therapy. Journal of Applied Behavior Analysis, 6, 131–166.PubMedCentralCrossRefPubMed
Lundy, L. (2005). Family values in the classroom? Reconciling parental wishes and children’s rights in state schools. International Journal of Law, Policy and the Family, 19(3), 346–372.CrossRef
Lundy, L. (2007). ‘Voice’ is not enough: The implications of Article 12 pof the United Nations Convention on the rights of the child for education. British Education Research Journal, 33(6), 927–942.CrossRef
Lundy, L., & Kilkelly, U. (2006). Children’s rights in action: Using the UN convention on the rights of the child as an auditing tool. Child and Family Law Quarterly, 18(3), 331–350.
MENCAP. (2007). Don’t stick it: Stop it! MENCAP.
Mertus, J. (2005). The United Nations and human rights: A guide for a New Era. New York: Routlege.
National Autistic Society Northern Ireland. (2012). A is for autism: Make every school a good school. NAS.
Northern Ireland Schools for Autism and Related Conditions (NISARC). (2015). School attendance among high functioning children with autistic spectrum disorder. Belfast: CARD Group.
Ochs, E., Kremer-Sadlik, T., Solomon, O., & Sirota, K. G. (2001). Inclusion as social practice: Views of children with autism. Social Development, 10(3), 399–419.CrossRef
O’Manique, J. (1990). Universal and inalienable rights: A search for foundations. Human Rights Quarterly, 12(4), 465–485.CrossRef
Odello, M., & Cavandoli, S. (2011). Emerging areas of human rights in the 21st century. New York: Routlege.
Odem, S. L., Brantlinger, E., Gersten, R., Horner, R., Thompson, B., & Harris, K. (2011). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, Council for Exceptional Children, 71(2), 137–148.CrossRef
Prizant, B. M., & Wetherby, A. M. (1998). Understanding the continuum of discrete-trial traditional behavioral to social-pragmatic developmental approaches to communication enhancement for young children with autism/PDD. Seminars in Speech and Language, 19, 329–353.CrossRefPubMed
Ravet, J. (2011). Inclusive/exclusive? Contradictory perspectives on autism and inclusion: The case for an integrative approach. International Journal of Inclusive Education, 15(6), 667–682.CrossRef
Reiter, S., & Vitani, T. (2007). Inclusion of pupils with autism. The effect of an intervention program on the regular pupils’ burnout, attitudes and quality of mediation. Autism, 11(4), 321–333.CrossRefPubMed
Robertson, G. (1999). Freedom, the individual and the law (7th ed.). UK: Penguin Publishing.
Schopler, E., & Reichler, R. (1971). Parents as co-therapists in the treatment of psychotic children. Journal of Autism and Childhood Schizophrenia, 1(1), 87–102.CrossRefPubMed
Simonoff, E., Pickles, A., Charman, T., & Chandler, S. (2008). Psychiatric disorders in children with autism spectrum disorders: Prevalence, comorbidity, and associated factors in a population-derived sample. Journal of the American Academy of Child and Adolescent Psychiatry, 47(8), 921–929.CrossRefPubMed
Simpson, R. L. (2005). Evidence-based practices and students with ASD spectrum disorders. Focus on ASD Other Developmental Disabilities, 20(3), 140–149.CrossRef
Smith, T. (2012). Making inclusion work for students with autism spectrum disorders: An evidence based guide. New York: Guildford Press.
Symes, W., & Humphrey, N. (2012). Including pupils with autistic spectrum disorders in the classroom: The role of teaching assistants. European Journal of Special Needs Education, 27, 517–532.CrossRef
United Nations. (1948). United nations declaration of human rights (Article 26). Geneva: United Nations.
United Nations. (1966). The international covenant on economic, social and cultural rights, office of the high commissioner. Geneva: United Nations.
United Nations. (1979). The international convention on the elimination of all forms of discrimination against women (CEDAW) office of the high commissioner. Geneva: United Nations.
United Nations. (1989). Convention on the rights of the child, office of the high commissioner. Geneva: United Nations.
United Nations. (1993). Rule 6 (education) of the UN standard rules on the equalisation of opportunities for person with disabilities. Geneva: United Nations.
United Nations. (2001). Committee on the rights of the child, general comment no. 1, the aims of education, UN/CRC/GC/2001/1. United Nations, Geneva.
United Nations. (2006). Convention on the rights of person’s with disabilities and optional protocol, office of the high commissioner. Geneva: United Nations.
Wing, L. (2007). Children with autistic spectrum disorders. In R. Cigman (Ed.), Included or excluded? The challenge of mainstream for some SEN children (pp. 23–33). London: Routledge.
Metagegevens
Titel
The Right to Appropriate and Meaningful Education for Children with ASD
Auteurs
David Marshall
Craig Goodall
Publicatiedatum
03-06-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 10/2015
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-015-2475-9

Andere artikelen Uitgave 10/2015

Journal of Autism and Developmental Disorders 10/2015 Naar de uitgave

Brief Report

Brief Report: Systematic Review of Rett Syndrome in Males

Original Paper

Investigating Visual–Tactile Interactions over Time and Space in Adults with Autism

Brief Report

Brief Report: Generalization Weaknesses in Verbally Fluent Children and Adolescents with Autism Spectrum Disorder

Original Paper

Corpus Callosum Area and Brain Volume in Autism Spectrum Disorder: Quantitative Analysis of Structural MRI from the ABIDE Database

Original Paper

Defining Treatment Response and Symptom Remission for Anxiety Disorders in Pediatric Autism Spectrum Disorders Using the Pediatric Anxiety Rating Scale

Original Paper

Autism Spectrum Disorder Symptoms Among Children Enrolled in the Study to Explore Early Development (SEED)