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COLLABORATIVE SUPPORT FOR INCLUSION.

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Title: COLLABORATIVE SUPPORT FOR INCLUSION.
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]
Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: COLLABORATIVE SUPPORT FOR INCLUSION.
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  Data: <searchLink fieldCode="AR" term="%22Sanahuja‐Gavaldà%2C+Josep+M%2E%22">Sanahuja‐Gavaldà, Josep M.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Olmos‐Rueda%2C+Patricia%22">Olmos‐Rueda, Patricia</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Morón‐Velasco%2C+Mar%22">Morón‐Velasco, Mar</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Special+Educational+Needs%22">Journal of Research in Special Educational Needs</searchLink>. Aug2016 Supplement, Vol. 16, p303-307. 5p. 2 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink>
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  Label: Abstract (English)
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  Data: 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]
– Name: Abstract
  Label: Abstract (Portuguese)
  Group: Ab
  Data: 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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  Data: <i>Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=117169548
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              Text: Aug2016 Supplement
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