Creating Inclusive Environments for Children with Autism
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Notice bibliographique
Résumé
Although the prevalence rate of Autism Spectrum Disorders (ASD) varies, recent figures suggest that close to 1% of children (Autism Society Canada, 2009; CDC, 2006) are identified with ASD. With inclusive philosophies paving the way for education in mainstream classrooms, attention must be given to equitable opportunities and practices for this growing population in our school systems The research on inclusion and children with ASD is fairly limited; however, it has shown that in some regions at least, these students are excluded from school at a "significantly higher rate than students with other [special education needs]" (Humphrey & Lewis, 2008, p. 132). Children with ASD are "considered more difficult to include effectively than those with other SEN" (Humphrey & Lewis, 2008, p. 133). While there is much diversity with respect to strengths, abilities, functional levels and challenges among children with ASD, a core set of universal concerns exist. Some of these include sensory responsiveness, communication, and socialization. This chapter will focus on creating a sensory responsive environment, developing effective verbal and/or non-verbal communication, and fostering genuine relationships. Using the three main principles of Universal Design for Learning (UDL) as an overarching assumption, this chapter will explore how educators can provide effective opportunities for multiple means of representation, expression, and engagement to address common areas of need (CAST, 2011; Hehir, 2009). By following these principles, an educator is able to create a community that welcomes all while addressing students' specific needs. Many educators have been overwhelmed with the past practice of individualization in isolation, a task that left many students alone and disconnected from their peers. The current practices of differentiation and universal design for learning enable educators to plan for their students in such a way that all are integral, contributing, valued members of the learning community. This chapter provides a synthesis of current research on evidence-based classroom interventions and accommodations for learners with ASD in inclusive settings, at all age levels, with respect to sensory environments, assisted communication, and facilitation of social relationships. Emphasis is placed on accommodations that meet UDL requirements. A comprehensive search of the Education Resources Information Center (ERIC) database was conducted using keywords for, and related to, autism, universal design for learning and www.intechopen.com Autism Spectrum Disorders -From Genes to Environment 214 sensory, communication, and social skills interventions. Empirical research was reviewed, as well as qualitative studies and narratives. Manual searches of the reference lists were conducted to identify additional sources.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle