COLLABORATIVE SUPPORT FOR INCLUSION.
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| Title: | COLLABORATIVE SUPPORT FOR INCLUSION. |
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| Authors: | Sanahuja‐Gavaldà, Josep M.1, Olmos‐Rueda, Patricia1, Morón‐Velasco, Mar1 |
| Source: | Journal of Research in Special Educational Needs. Aug2016 Supplement, Vol. 16, p303-307. 5p. 2 Charts. |
| Subject Terms: | *Inclusive education, *Education, *Teachers, *Autism, *Children |
| Abstract (English): | Nowadays, in Catalonia, students with autism spectrum disorders ( ASD) are increasingly in regular schools although their presence, participation, learning and success are unequal. Barriers towards inclusion often depend on how to organise supporting at regular schools and the teachers' collaboration during this process. In this paper, the support management and teachers' collaboration of four schools (three in primary and one in secondary education), from the surrounding of Barcelona, are analysed. Through the application of the Index for inclusion, interviews to 12 teachers (4 tutors, 4 support teachers and 4 members of management team) and observation of 26 children with ASD, results show some types of support: ones aimed at ASD students in specific classrooms, the others aimed in regular classroom. Organising support in schools depends on multiple variables; nevertheless, the support teacher role and the teachers' collaboration are some of the key ones. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Nowadays, in Catalonia, students with autism spectrum disorders ( ASD) are increasingly in regular schools although their presence, participation, learning and success are unequal. Barriers towards inclusion often depend on how to organise supporting at regular schools and the teachers' collaboration during this process. In this paper, the support management and teachers' collaboration of four schools (three in primary and one in secondary education), from the surrounding of Barcelona, are analysed. Through the application of the Index for inclusion, interviews to 12 teachers (4 tutors, 4 support teachers and 4 members of management team) and observation of 26 children with ASD, results show some types of support: ones aimed at ASD students in specific classrooms, the others aimed in regular classroom. Organising support in schools depends on multiple variables; nevertheless, the support teacher role and the teachers' collaboration are some of the key ones. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Nowadays, in Catalonia, students with autism spectrum disorders ( ASD) are increasingly in regular schools although their presence, participation, learning and success are unequal. Barriers towards inclusion often depend on how to organise supporting at regular schools and the teachers' collaboration during this process. In this paper, the support management and teachers' collaboration of four schools (three in primary and one in secondary education), from the surrounding of Barcelona, are analysed. Through the application of the Index for inclusion, interviews to 12 teachers (4 tutors, 4 support teachers and 4 members of management team) and observation of 26 children with ASD, results show some types of support: ones aimed at ASD students in specific classrooms, the others aimed in regular classroom. Organising support in schools depends on multiple variables; nevertheless, the support teacher role and the teachers' collaboration are some of the key ones. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14713802 |
| DOI: | 10.1111/1471-3802.12293 |
