The impact of fostering relationships through music within a special school classroom for students with autism spectrum disorder: an action research study

2015 ◽  
Vol 24 (2) ◽  
pp. 241-259 ◽  
Author(s):  
Katrina Skewes McFerran ◽  
Grace Thompson ◽  
Lucy Bolger
Keyword(s):  
Autism Spectrum Disorder ◽  
Action Research ◽  
Research Study ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Special School ◽  
School Classroom ◽  
Students With Autism ◽  
Action Research Study ◽  
The Impact

The Impact of Funding Models on the Education of Students With Autism Spectrum Disorder

2019 ◽  
Vol 43 (01) ◽  
pp. 1-11
Author(s):  
Umesh Sharma ◽  
Brett Furlonger ◽  
Chris Forlin
Keyword(s):  
Autism Spectrum Disorder ◽  
Best Practices ◽  
Inclusive Education ◽  
Relevant Information ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Policy Documents ◽  
Students With Autism ◽  
Education Of Students ◽  
The Impact

AbstractCurrently, there is no consensus as how best to fund inclusive education for students with autism spectrum disorder. In this narrative review, we examined a range of funding models internationally in an attempt to identify the range of best practices for resourcing inclusive education. Three databases were searched along with various policy documents to identify the range of existing funding models. Three models of input, throughput, and output funding were identified from which 7 key considerations were extrapolated to provide what was expected to be relevant information to policymakers, researchers, and educators seeking to discover effective ways to fund inclusive education for students with autism spectrum disorder.

scholarly journals Parents perceptions of school nurses roles: The impact of communication on students with autism spectrum disorder

2022 ◽  
Vol 12 (5) ◽  
pp. 55
Author(s):  
Constance McIntosh ◽  
Jayanthi Kandiah ◽  
Lesie J. Remache
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
School Nurses ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Students With Autism ◽  
The Impact ◽  
The Relationship ◽  
Perceptions Of School ◽  
Parents Experiences

This qualitative study used the nursing grounding theory to describe parents' experiences working with school nurses to elevate their child’s healthcare. Seventeen interviews were conducted with parents/primary caregivers (P/PCG) who had children with autism spectrum disorder (ASD; ages six to ten). Through centering parents’ voices, the investigators were able to identify gaps in P/CG understanding of their school nurses’ roles through thematic analyses. We found that P/CG lacked the understanding of school nurses' roles and how school nurses could aid their child’s healthcare. The oversight of school nurses contributed to miscommunication, which constrained the relationship between the parent and the school nurse. These findings provide insight into the importance of enhancing communication between the parents of children with ASD and school nurses and was the catalyst to why this article was written. When healthcare professionals provide clarity and expertise to parents as to their respective roles, incorporate perspective-taking, and tailor their approaches based on their concerns, it may enhance parents’ experiences with their school nurses. In addition, school nurses should consider various routes of engaging parents so they have a deeper understanding of their responsibilities in enhancing the healthcare of children with ASD.

scholarly journals Predictors of postsecondary success for students with autism spectrum disorder

2018 ◽  
Author(s):  
◽  
Sarah E. Kimmel
Keyword(s):  
Autism Spectrum Disorder ◽  
High School Students ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Predictor Variables ◽  
Future Research ◽  
Postsecondary Outcomes ◽  
Study Results ◽  
Students With Autism ◽  
The Impact

The purpose of this quantitative study was to analyze the impact of three predicting factors, low socioeconomic status (SES), participation in community based work experience (CBWE) programs, and the presence of multiple disability diagnoses, on postsecondary outcomes of students with Autism Spectrum Disorder (ASD). The case study specifically analyzed postsecondary outcomes of 70 high school students with an educational diagnosis of ASD, who graduated from public, self-contained special education secondary schools during the 2014-2017 academic years. Postsecondary outcomes were measured through data gathered by the school district's Graduate Six Month Follow Up questionnaire. Study results found no statistically significant impact of any predictor variables on postsecondary outcomes. Results also indicated no significant relationship between the three predictor variables. Limitations of the study include sample size, qualification for free and reduced lunch, data collection tools, and time frames. Implications for practice and future research opportunities are discussed.

A Comparison of Manipulative Use on Mathematics Efficiency in Elementary Students With Autism Spectrum Disorder

2019 ◽  
Vol 35 (4) ◽  
pp. 179-190 ◽  
Author(s):  
Laura Bassette ◽  
Emily Bouck ◽  
Jordan Shurr ◽  
Jiyoon Park ◽  
McKenzie Cremeans ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Postsecondary Education ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Advanced Mathematics ◽  
Mathematical Problems ◽  
Students With Autism ◽  
The Impact

Manipulatives are a commonly used intervention that provide visual instruction known to promote mathematical learning; however, the impact on students with autism spectrum disorder (ASD) is less understood. Improving mathematical procedural understanding is important for students with ASD given these skills can help increase access to more advanced mathematics and future opportunities (e.g., postsecondary education). This study expanded upon previous research and compared the ability of students with ASD to solve mathematical problems when using concrete and app-based manipulatives. A single-case alternating treatment design was used to explore differences in steps completed independently per minute (i.e., efficiency) and accuracy when using both types of manipulatives. Two participants were more efficient when using the app-based manipulative while one was more efficient with the concrete manipulative. Similar to previous research, all participants indicated they preferred the app-based condition. Limitations and future research are included.

scholarly journals The impact of serious games on the learning of students with Autism Spectrum Disorder

2020 ◽  
Author(s):  
Joseane Souza ◽  
Fabiana Oliveira ◽  
Laíza Silva ◽  
Armando Toda ◽  
Seiji Isotani
Keyword(s):  
Autism Spectrum Disorder ◽  
Serious Games ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pedagogical Practices ◽  
Literacy Process ◽  
Students With Autism ◽  
Psychology Of Reading ◽  
Teaching Learning ◽  
The Impact

With the increasing number of students with Autism Spectrum Disorder (ASD) being enrolled in the public education system, it is progressively necessary to think about differentiated pedagogical practices to assist in the learning of these scholars. From this angle, the usage of technologies can be an alternative for the teaching-learning process of distinct educational aspects, such as in the literacy process. For this reason, this paper utilized the game Mundo das Letras (World of Letters) to verify which would be the possible contributions to the learning of ASD students; the initial results revealed that serious games based on the cognitive psychology of reading can positively impact their learning.

scholarly journals Teaching English Online to Students with Autism Spectrum Disorder and Down Syndrome During the COVID-19 Pandemic

2021 ◽  
Vol 26 (3) ◽  
pp. 715-730
Author(s):  
Zoila Liliana Giraldo Martinez ◽  
Sigrid Andrea Ramos Carvajal
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Universal Design For Learning ◽  
Self Regulation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Management Approach ◽  
Teaching English ◽  
Students With Autism ◽  
The Impact

The unprecedented reality of the covid-19 pandemic has led students and teachers to adapt to new routines and technological resources so that they can meet the pedagogical requirements generated by this world sanitary emergency. This case study explored a methodological intervention with students from an English school for special needs students in Manizales (Colombia). Our team of two university professors and seven pre-service teachers provided online English lessons to 17 students with autism spectrum disorder (asd) and 13 with Down syndrome (ds). To do it, we used the principles of universal design for learning (udl) and an eclectic method which combines strategies from thre specific approaches: The Presentation, Practice, and Production approach (ppp), the Treatment and Education of Autistic and Related Communication-Handicapped Children (teacch) approach and a behavioral management approach. The purpose of this study was to establish the impact of the implementation of such strategies on the English Language Learning (ell) process of the asd and ds learners. Three data collection techniques, including two surveys to parents and a researcher journal, were used. Findings indi­cated that: (a) the combination of various stimuli and methodological strategies from a variety of approaches enhanced learning, (b) the use of images and pictograms fostered memory, (c) setting clear routines promoted self-regulation skills, and (d) the families and students’ challenges were turned into opportunities. It was concluded that teaching English online to asd and ds students requires knowledge of their conditions and suitable strategies from an eclectic instructional approach.

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