Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.12/4948
Título: School participation of students with autism spectrum disorders
Autor: Matos, Inês Pinheiro de Castilho Teixeira de
Morgado, José
Palavras-chave: Autism spectrum disorders
Data: 2016
Editora: Wiley
Citação: Journal of Research in Special Educational Needs, 16, 972-977. doi: 10.1111/1471-3802.12240
Resumo: This paper addresses the participation of students with autism spectrum disorders (ASD) in main- stream schools. There are different benefits for ASD students to be educated in an inclusive environment (Gena, 2006; Whitaker, 2004). They challenge the school community by presenting difficulties in essential domains for school activi- ties (Chamberlain, Kasari and Rotheram-Fuller, 2006; Eman and Farrell, 2009; Humphrey and Symes, 2010). Thus, these are students with increased difficulties participating in inclusive environments, reinforcing the need of an ade- quate inclusion process (Gena, 2006; Hall and McGregor, 2000; Hestenes and Carroll, 2000). We characterised this students ’ participation with a questionnaire to the students from mainstream classes in which ASD students were included, a questionnaire applied to each class teacher/head teacher and an interview to four of the school educational assistants. The location of the ASD student in mainstream classroom was also ana- lysed, trying to understand if it influences the quality of ASD students ’ participation, hypothesis- ing that there is an influence. Results showed a good perception of the students with ASD and their behaviour, low frequency of behaviours involving interaction with these students, good feelings about their presence at the school/class and an overall acceptance of them in the peer groups of typical development students. Results are mostly consistent across the different infor- mation sources. We found a significant effect of the location on the quality of participation. Results are mainly consistent with the literature reviewed and enlighten the need to keep making progress on inclusion practices related to ASD students in mainstream schools.
Peer review: yes
URI: http://hdl.handle.net/10400.12/4948
DOI: 10.1111/1471-3802.12240
ISSN: 1471-3802
Versão do Editor: http://onlinelibrary.wiley.com/wol1/doi/10.1111/1471-3802.12240/abstract
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