Challenges in Educational Inclusion of Students with Autism Disorders in Primary Schools
Keywords:
students with autism, inclusion, academic inclusion, social inclusion
Abstract
Students with autism disorders require various adaptations to the learning environment and specific learning strategies, which is a significant challenge for schools and teachers. The success of their inclusion depends primarily on the attitude, experience and competence of the school's professional staff, the availability of resources, and the possibility of teamwork. Nevertheless, research shows a lack of critical conditions for implementing inclusive education of these students, which is reflected in an increased risk of their academic and social exclusion and of increasing teachers' workload. Schools also lack flexibility in working with parents. The solution lies in ging beyond the ideals of educational inclusion, respecting equity, and accomplishing the social model of disability treatment.
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References
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Cook, A., Ogden, J., in Winstone, N. (2018). Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings. European Journal of Special Needs Education, 33(3), 302–315.
Dukes, C., in Smith, M. (2007). Working with parents of children with special educational needs. London: Paul Chapman Publishing.
Fennell, B., in Dillenburger, K. (2018). Applied behavior analysis: What do teachers of students with autism spectrum disorder know. International Journal of Educational Research, 87, 110–118.
Goodall, C. (2018). ‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people. Autism & Developmental Language Impairments, 3.
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Humphrey, N., in Hebron, J. (2015). Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review. International Journal of Inclusive Education, 19(8), 845–862.
Humphrey, N., in Symes, W. (2010). Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education, 25(1), 77–91.
Jones, A., in Frederickson, N. (2010). Multi-informant predictors of social inclusion of students with autism spectrum disorders attending mainstream school. Journal of Autism and Developmental Disorders, 40(9), 1094–1103.
Kavkler, M. (2010). Razvoj inkluzivne prakse s pomočjo inkluzivnih timov. V: I. Adlešič (ur.). Razvoj inkluzivne prakse s pomočjo inkluzivnih timov (str. 5–13). Ljubljana: Zavod Republike Slovenije za šolstvo.
Keen, D., Webster, A., in Ridley, G. (2016). How well are children with autism spectrum disorder doing academically at school? An overview of the literature. Autism, 20(3), 276–294.
Kocjančič, N. (2017). Inkluzivna vzgoja in izobraževanje otrok in mladostnikov z avtističnimi motnjami. Vzgoja in izobraževanje, 48(1/2), 9–15.
Kolenec, F., in Kajfež, T. (ur.). (2014). Prilagojeni program osnovne šole z enakovrednim izobrazbenim standardom za otroke z avtističnimi motnjami (AM). Ljubljana: Zavod RS za šolstvo.
Kovač, J., Ščuka, T., in Čagran, B. (2017). Pogoji za inkluzijo v vzgoji in izobraževanju po oceni ravnateljev. Revija za elementarno Izobraževanje, 10(1), 19–29.
Kurth, J. A., Love, H., in Pirtle, J. (2020). Parent perspectives of their involvement in IEP development for children with autism. Focus on Autism and Other Developmental Disabilities, 35(1), 36–46.
Leonard, N. M., in Smyth, S. (2020). Does training matter? Exploring teachers’ attitudes towards the inclusion of children with autism spectrum disorder in mainstream education in Ireland. International Journal of Inclusive Education, 1–15.
Macedoni Lukšič, M., Jurišić, D. B., Rovšek, M., Melanšek, V., Potočnik Dajčman, N., Bužan, V., Cotič-Pajntar, J., in Davidovič Primožič, B. (2009). Smernice za celostno obravnavo oseb s spektroavtističnimi motnjami. Ljubljana: Ministrstvo za zdravje.
Matthews, N. L., Rotheram-Fuller, E., Orr, B. C., Warriner, K., DeCarls, M., Kogan, J., in Smith, C. J. (2019). An examination of the social relationships of high School students with autism in general education settings using peer nomination methods. School Mental Health, 12(1), 88–98
Mayes, S. D., Gorman, A. A., Hillwig-Garcia, J., in Syed, E. (2013). Suicide ideation and attempts in children with autism. Research in Autism Spectrum Disorders, 7(1), 109–119.
McDougal, E., Riby, D. M., in Hanley, M. (2020). Teacher insights into the barriers and facilitators of learning in autism. Research in Autism Spectrum Disorders, 79, 101674.
McLaughlin, S., in Rafferty, H. (2014). Me and 'It': seven young people given a diagnosis of Asperger's Syndrome. Educational and Child Psychology, 31(1), 63–78.
Ministrstvo za izobraževanje, znanost in šport. (2020). Podatki v zvezi z učenci s posebnimi potrebami v osnovnih šolah s prilagojenim izvajanjem in dodatno strokovno pomočjo. Pridobljeno s https://ww–w.gov.si (Dostopno 12. 3. 2021)
Moore, C. (2007). Speaking as a parent: thoughts about educational inclusion for autistic children. V: R. Cigman (ur.). Included or Excluded? The Challenge of Mainstream for Some SEN Children (str. 34–41). London: Routledge.
O’Toole, C., in Burke, N. (2013). Ready, willing and able? Attitudes and concerns in relation to inclusion amongst a cohort of Irish pre-service teachers. European Journal of Special Needs Education, 28(3), 239–253.
OZN (1975). Deklaracija o pravicah invalidov. Geneva: Office of the United Nations High Commissioner for Human Rights.
OZN. (1989). Konvencija o otrokovih pravicah. Pridobljeno s https://www.gov.si (Dostopno 24. 2. 2021)
Reed, P., in Osborne, L. A. (2014). Mainstream education for children with Autism Spectrum Disorders. V: J. Tarbox, D. Dixon, P. Sturmey, J. L. Matson (ur.). Handbook of Early Intervention for Autism Spectrum Disorders (str. 565–616). New York: Springer.
Roberts, J. in Simpson, K. (2016). A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools. International Journal of Inclusive Education, 20(10), 1084–1096.
Rogič Ožek, in Medica, I. (ur.). (2019). Dopolnitev navodil za izobraževalne programe s prilagojenim izvajanjem in dodatno strokovno pomočjo za devetletno osnovno šolo. Ministrstvo za izobraževanje, znanost in šport. Zavod Republike Slovenije za šolstvo.
Rogič Ožek, S. (2016). Umeščanje otrok z avtističnimi motnjami v slovenski šolski prostor. Vzgoja in izobraževanje, 47(5/6), 5–10.
Schmidt Krajnc, M. (2018). Inkluzija otrok s posebnimi potrebami: poti sprememb. V: M. Schmidt Krajnc, D. Rus Kolar, E. Kranjec (ur.). Vloga inkluzivnega pedagoga v vzgoji in izobraževanju (str. 93–102). Maribor: Univerzitetna založba Univerze.
Schmidt, J., Schmidt, M., in Brown, I. (2017). Quality of Life Among Families of Children With Intellectual Disabilities: A Slovene Study. Journal of Policy and Practice in Intellectual Disabilities, 14(1), 87–102.
Schmidt, M., in Čagran, B. (2011). Stališča slovenskih učiteljev o vplivu integracije/ inkluzije na učence z različnimi vrstami posebnih potreb v osnovni šoli. Šolsko polje: revija za teorijo in raziskave vzgoje in izobraževanja, 14(1/2), 55–73.
Starr, E. M., in Foy, J. B. (2012). In parents’ voices: The education of children with autism spectrum disorders. Remedial and Special Education, 33(4), 207–216.
Syriopoulou-Delli, C. K., Cassimos, D. C., Tripsianis, G. I., in Polychronopoulou, S. A. (2012). Teachers’ perceptions regarding the management of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(5), 755–768.
Šoln Vrbinc, P., Jakič Brezočnik, M., in Švalj, K. (2016). Zgodnja obravnava. Izhodišča za sistemsko ureditev. Ministrstvo za izobraževanje, znanost in šport.
UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO.
Vovk-Ornik, N. (ur.) (2014). Kriteriji za opredelitev vrste in stopnje primanjkljajev, ovir oz. motenj otrok s posebnim potrebami. Ljubljana: Zavod RS za šolstvo.
Warren, N., Eatchel, B., Kirby, A.V., Diener, M., Wright, C., in D’Astous, V. (2021). Parent-identified strengths of autistic youth. Autism, 25(1), 79–89.
Williams, E. I., Gleeson, K., in Jones, B. E. (2019). How pupils on the autism spectrum make sense of themselves in the context of their experiences in a mainstream school setting: A qualitative metasynthesis. Autism, 23(1), 8–28.
Zakon o osnovni šoli (Uradni list RS, št. 81/06 – uradno prečiščeno besedilo, 102/07, 107/10, 87/11, 40/12 – ZUJF, 63/13 in 46/16 – ZOFVI-L).
Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP). (2000). Uradni list RS, št. 54.
Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP-1). (2011). Uradni list RS, št. 58/11.
Zakon o usposabljanju otrok in mladostnikov z motnjami v telesnem in duševnem razvoju (Uradni list SRS, št. 5/1968).
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.
ASDEU Consortium (2018). Autism Spectrum Disorders in the European Union (ASDEU): final report: main results of the ASDEU project-28/08/2018.
Bakhtiari, R., Hutchison, S. M. in Iarocci, G. (2021). How do children and youth with autism spectrum disorder self-report on behavior? A study of the validity indexes on the Behavior Assessment System for Children, self-report of personality. Autism.
Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavior Change. Psychological Review, 84(2), 191–215.
Boujut, E., Popa-Roch, M., Palomares, E. A., Dean, A., in Cappe, E. (2017). Self-efficacy and burnout in teachers of students with autism spectrum disorder. Research in Autism Spectrum Disorders, 36, 8–20.
Brede, J., Remington, A., Kenny, L., Warren, K. in Pellicano, E. (2017). Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school. Autism & Developmental Language Impairments.
Cook, A., Ogden, J., in Winstone, N. (2018). Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings. European Journal of Special Needs Education, 33(3), 302–315.
Dukes, C., in Smith, M. (2007). Working with parents of children with special educational needs. London: Paul Chapman Publishing.
Fennell, B., in Dillenburger, K. (2018). Applied behavior analysis: What do teachers of students with autism spectrum disorder know. International Journal of Educational Research, 87, 110–118.
Goodall, C. (2018). ‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people. Autism & Developmental Language Impairments, 3.
Hebron, J. S., in Humphrey, N. (2014). Mental health difficulties among young people on the autistic spectrum in mainstream secondary schools: a comparative study. Journal of Research in Special Educational Needs, 14(1), 22–32.
Humphrey, N., in Hebron, J. (2015). Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review. International Journal of Inclusive Education, 19(8), 845–862.
Humphrey, N., in Symes, W. (2010). Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education, 25(1), 77–91.
Jones, A., in Frederickson, N. (2010). Multi-informant predictors of social inclusion of students with autism spectrum disorders attending mainstream school. Journal of Autism and Developmental Disorders, 40(9), 1094–1103.
Kavkler, M. (2010). Razvoj inkluzivne prakse s pomočjo inkluzivnih timov. V: I. Adlešič (ur.). Razvoj inkluzivne prakse s pomočjo inkluzivnih timov (str. 5–13). Ljubljana: Zavod Republike Slovenije za šolstvo.
Keen, D., Webster, A., in Ridley, G. (2016). How well are children with autism spectrum disorder doing academically at school? An overview of the literature. Autism, 20(3), 276–294.
Kocjančič, N. (2017). Inkluzivna vzgoja in izobraževanje otrok in mladostnikov z avtističnimi motnjami. Vzgoja in izobraževanje, 48(1/2), 9–15.
Kolenec, F., in Kajfež, T. (ur.). (2014). Prilagojeni program osnovne šole z enakovrednim izobrazbenim standardom za otroke z avtističnimi motnjami (AM). Ljubljana: Zavod RS za šolstvo.
Kovač, J., Ščuka, T., in Čagran, B. (2017). Pogoji za inkluzijo v vzgoji in izobraževanju po oceni ravnateljev. Revija za elementarno Izobraževanje, 10(1), 19–29.
Kurth, J. A., Love, H., in Pirtle, J. (2020). Parent perspectives of their involvement in IEP development for children with autism. Focus on Autism and Other Developmental Disabilities, 35(1), 36–46.
Leonard, N. M., in Smyth, S. (2020). Does training matter? Exploring teachers’ attitudes towards the inclusion of children with autism spectrum disorder in mainstream education in Ireland. International Journal of Inclusive Education, 1–15.
Macedoni Lukšič, M., Jurišić, D. B., Rovšek, M., Melanšek, V., Potočnik Dajčman, N., Bužan, V., Cotič-Pajntar, J., in Davidovič Primožič, B. (2009). Smernice za celostno obravnavo oseb s spektroavtističnimi motnjami. Ljubljana: Ministrstvo za zdravje.
Matthews, N. L., Rotheram-Fuller, E., Orr, B. C., Warriner, K., DeCarls, M., Kogan, J., in Smith, C. J. (2019). An examination of the social relationships of high School students with autism in general education settings using peer nomination methods. School Mental Health, 12(1), 88–98
Mayes, S. D., Gorman, A. A., Hillwig-Garcia, J., in Syed, E. (2013). Suicide ideation and attempts in children with autism. Research in Autism Spectrum Disorders, 7(1), 109–119.
McDougal, E., Riby, D. M., in Hanley, M. (2020). Teacher insights into the barriers and facilitators of learning in autism. Research in Autism Spectrum Disorders, 79, 101674.
McLaughlin, S., in Rafferty, H. (2014). Me and 'It': seven young people given a diagnosis of Asperger's Syndrome. Educational and Child Psychology, 31(1), 63–78.
Ministrstvo za izobraževanje, znanost in šport. (2020). Podatki v zvezi z učenci s posebnimi potrebami v osnovnih šolah s prilagojenim izvajanjem in dodatno strokovno pomočjo. Pridobljeno s https://ww–w.gov.si (Dostopno 12. 3. 2021)
Moore, C. (2007). Speaking as a parent: thoughts about educational inclusion for autistic children. V: R. Cigman (ur.). Included or Excluded? The Challenge of Mainstream for Some SEN Children (str. 34–41). London: Routledge.
O’Toole, C., in Burke, N. (2013). Ready, willing and able? Attitudes and concerns in relation to inclusion amongst a cohort of Irish pre-service teachers. European Journal of Special Needs Education, 28(3), 239–253.
OZN (1975). Deklaracija o pravicah invalidov. Geneva: Office of the United Nations High Commissioner for Human Rights.
OZN. (1989). Konvencija o otrokovih pravicah. Pridobljeno s https://www.gov.si (Dostopno 24. 2. 2021)
Reed, P., in Osborne, L. A. (2014). Mainstream education for children with Autism Spectrum Disorders. V: J. Tarbox, D. Dixon, P. Sturmey, J. L. Matson (ur.). Handbook of Early Intervention for Autism Spectrum Disorders (str. 565–616). New York: Springer.
Roberts, J. in Simpson, K. (2016). A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools. International Journal of Inclusive Education, 20(10), 1084–1096.
Rogič Ožek, in Medica, I. (ur.). (2019). Dopolnitev navodil za izobraževalne programe s prilagojenim izvajanjem in dodatno strokovno pomočjo za devetletno osnovno šolo. Ministrstvo za izobraževanje, znanost in šport. Zavod Republike Slovenije za šolstvo.
Rogič Ožek, S. (2016). Umeščanje otrok z avtističnimi motnjami v slovenski šolski prostor. Vzgoja in izobraževanje, 47(5/6), 5–10.
Schmidt Krajnc, M. (2018). Inkluzija otrok s posebnimi potrebami: poti sprememb. V: M. Schmidt Krajnc, D. Rus Kolar, E. Kranjec (ur.). Vloga inkluzivnega pedagoga v vzgoji in izobraževanju (str. 93–102). Maribor: Univerzitetna založba Univerze.
Schmidt, J., Schmidt, M., in Brown, I. (2017). Quality of Life Among Families of Children With Intellectual Disabilities: A Slovene Study. Journal of Policy and Practice in Intellectual Disabilities, 14(1), 87–102.
Schmidt, M., in Čagran, B. (2011). Stališča slovenskih učiteljev o vplivu integracije/ inkluzije na učence z različnimi vrstami posebnih potreb v osnovni šoli. Šolsko polje: revija za teorijo in raziskave vzgoje in izobraževanja, 14(1/2), 55–73.
Starr, E. M., in Foy, J. B. (2012). In parents’ voices: The education of children with autism spectrum disorders. Remedial and Special Education, 33(4), 207–216.
Syriopoulou-Delli, C. K., Cassimos, D. C., Tripsianis, G. I., in Polychronopoulou, S. A. (2012). Teachers’ perceptions regarding the management of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(5), 755–768.
Šoln Vrbinc, P., Jakič Brezočnik, M., in Švalj, K. (2016). Zgodnja obravnava. Izhodišča za sistemsko ureditev. Ministrstvo za izobraževanje, znanost in šport.
UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO.
Vovk-Ornik, N. (ur.) (2014). Kriteriji za opredelitev vrste in stopnje primanjkljajev, ovir oz. motenj otrok s posebnim potrebami. Ljubljana: Zavod RS za šolstvo.
Warren, N., Eatchel, B., Kirby, A.V., Diener, M., Wright, C., in D’Astous, V. (2021). Parent-identified strengths of autistic youth. Autism, 25(1), 79–89.
Williams, E. I., Gleeson, K., in Jones, B. E. (2019). How pupils on the autism spectrum make sense of themselves in the context of their experiences in a mainstream school setting: A qualitative metasynthesis. Autism, 23(1), 8–28.
Zakon o osnovni šoli (Uradni list RS, št. 81/06 – uradno prečiščeno besedilo, 102/07, 107/10, 87/11, 40/12 – ZUJF, 63/13 in 46/16 – ZOFVI-L).
Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP). (2000). Uradni list RS, št. 54.
Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP-1). (2011). Uradni list RS, št. 58/11.
Zakon o usposabljanju otrok in mladostnikov z motnjami v telesnem in duševnem razvoju (Uradni list SRS, št. 5/1968).
Published
2022-06-16
How to Cite
Šilc M., & Schmidt Krajnc M. (2022). Challenges in Educational Inclusion of Students with Autism Disorders in Primary Schools. Journal of Elementary Education, 15(2), 181-198. https://doi.org/10.18690/rei.15.2.181-198.2022
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Section
Scientific Articles
Copyright (c) 2022 Mateja Šilc, Majda Schmidt Krajnc
This work is licensed under a Creative Commons Attribution 4.0 International License.