Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

How do we create ASD ‐friendly schools? A dilemma of placement

How do we create ASD ‐friendly schools? A dilemma of placement Scope exists within the Northern Ireland (NI) education system to transform mainstream schools into autistic spectrum disorder (ASD)‐friendly environments. The efficacy of mainstream inclusion is discussed prior to discussing the creation of ASD‐friendly schools. The transformation of mainstream school environments is underpinned by concepts such as inclusive pedagogical approach, universal design for learning and learning without limits. These are discussed alongside strategies to enact core inclusive principles of equity, participation and belonging. However, the need for ASD‐specific approaches and schools is also recognised. Our perspectives as educators influence pedagogy, attitudes and approaches to educating autistic children. A social constructivist consciousness is fundamental to moving from deficit SEN rhetoric to creating enabling education for autistic young people. The question of how to achieve this is answered within this article. The use of identity‐first language is preferred by a large proportion of the autism community; therefore the term ‘autistic child’, rather than ‘child with autism’, is adopted throughout. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Support for Learning Wiley

How do we create ASD ‐friendly schools? A dilemma of placement

Goodall, Craig
Support for Learning , Volume 30 (4) – Nov 1, 2015
Download PDF
22 pages

Loading next page...
 
/lp/wiley/how-do-we-create-asd-friendly-schools-a-dilemma-of-placement-k00Aq40F1R

References (63)

Publisher
Wiley
Copyright
© 2015 nasen
ISSN
0268-2141
eISSN
1467-9604
DOI
10.1111/1467-9604.12104
Publisher site
See Article on Publisher Site

Abstract

Scope exists within the Northern Ireland (NI) education system to transform mainstream schools into autistic spectrum disorder (ASD)‐friendly environments. The efficacy of mainstream inclusion is discussed prior to discussing the creation of ASD‐friendly schools. The transformation of mainstream school environments is underpinned by concepts such as inclusive pedagogical approach, universal design for learning and learning without limits. These are discussed alongside strategies to enact core inclusive principles of equity, participation and belonging. However, the need for ASD‐specific approaches and schools is also recognised. Our perspectives as educators influence pedagogy, attitudes and approaches to educating autistic children. A social constructivist consciousness is fundamental to moving from deficit SEN rhetoric to creating enabling education for autistic young people. The question of how to achieve this is answered within this article. The use of identity‐first language is preferred by a large proportion of the autism community; therefore the term ‘autistic child’, rather than ‘child with autism’, is adopted throughout.

Journal

Support for Learning – Wiley

Published: Nov 1, 2015

There are no references for this article.