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Collaborative Support for Inclusion

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Title: Collaborative Support for Inclusion
Language: English
Authors: Sanahuja-Gavaldà, Josep M., Olmos-Rueda, Patricia, Morón-Velasco, Mar
Source: Journal of Research in Special Educational Needs. Aug 2016 16(1):303-307.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 5
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Speeches/Meeting Papers
Descriptors: Foreign Countries, Inclusion, Pervasive Developmental Disorders, Autism, Teacher Collaboration, Interviews, Observation, Teacher Role
Geographic Terms: Spain, Spain (Barcelona)
DOI: 10.1111/1471-3802.12293
ISSN: 1471-3802
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. [Paper presented at the Inclusive and Supportive Education IV Conference Congresso Internacional da Pró-Inclusão (8th, Lisbon, Portugal, July 26-29, 2016).]
Abstractor: As Provided
Entry Date: 2016
Accession Number: EJ1109442
Database: ERIC
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  Value: <anid>AN0117169548;0lc02aug.16;2018Aug09.10:44;v2.2.500</anid> <title id="AN0117169548-1">COLLABORATIVE SUPPORT FOR INCLUSION. </title> <p>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.</p> <p>Inclusion; collaborative support; support organisation; teachers’ collaboration; autism</p> <p>The current educational context, which tends to understand the inclusion in terms of education for all, implies working and collaboration of teachers, students, cooperative curriculum planning or social and educative community that can provide support through some networks inside and outside schools (Echeita, Simón, Sandoval, et al., [<reflink idref="bib7" id="ref1">7</reflink>] ). Collaboration is one of the keys for developing the inclusion in the schools (Bausela, [<reflink idref="bib2" id="ref2">2</reflink>] ; Boavida and da Ponte, [<reflink idref="bib3" id="ref3">3</reflink>] ; Lozano, Alcaraz and Colás, [<reflink idref="bib12" id="ref4">12</reflink>] ); so, now it is necessary to move from an individual perspective for supporting a contextual perspective; that is, to move towards an active participation and shared responsibility by all the involved professionals, who have to work around an own common project: the inclusion (Moliner, [<reflink idref="bib15" id="ref5">15</reflink>] ; Parrilla, [<reflink idref="bib18" id="ref6">18</reflink>] ).</p> <p>All the professionals in the process of inclusion are the owners of the process. This is the reason because all of them have to help for rethinking the daily practices are developed in our schools (Macarulla and Saiz, [<reflink idref="bib13" id="ref7">13</reflink>] ). In other words, the process of inclusion requires considering several factors such as the development of specific strategies – particularly, preventive and supportive strategies (Leach and Duffy, [<reflink idref="bib11" id="ref8">11</reflink>] ) – its adaption to regular schools (Mesibov and Howley, [<reflink idref="bib14" id="ref9">14</reflink>] ) or also the teachers’ role in this process and its success (Segall and Campbell, [<reflink idref="bib19" id="ref10">19</reflink>] ).</p> <p>As Leach and Duffy ([<reflink idref="bib11" id="ref11">11</reflink>] ) claim, the primary location of disabled students should be in regular school. In accordance with this, the inclusion of students with ASD in regular schools and classrooms is evidence. Nevertheless, this process of inclusion still shows unequal results; for instance, in Catalonia, almost 80% of students with ASD are in regular schools; their presence, participation, learning and success are unequal though the improvements are more positive in mainstream placements for children with ASD than in specialist placements (Osborne and Reed, [<reflink idref="bib17" id="ref12">17</reflink>] ).</p> <p>Barriers towards inclusion can be found in different levels (culture, policy and practice), but it is obvious that teaching students with ASD requires from the teachers the use of strategies and approaches with which they may not be familiar by different reasons such as the lack of substantial training in ASD or the access to teaching support provision, to give a few (Leach and Duffy, [<reflink idref="bib11" id="ref13">11</reflink>] ; Osborne and Reed, [<reflink idref="bib17" id="ref14">17</reflink>] ); so, these barriers often depend on how to organise supporting at regular schools and the teachers’ role and collaboration during this process.</p> <p>The support concept has evolved within the educational context and this evolution agrees with the changes of the conception of special educational needs (SEN) and inclusion, from the most traditional approach of the deficit – focused on the student – to an integrated and collaborative approach – focused on the school and on the teachers (Nadal, Grau and Peirats, [<reflink idref="bib16" id="ref15">16</reflink>] ). That is, we are talking about support within a framework in which the school and all the professionals are involved and are responsible of the process of inclusion.</p> <p>This change in the conception of the support requires understanding the teachers’ collaboration like a type of support for inclusion without forgetting that this collaboration demands working together of internal and external educational services. As an example of this new approach of the support and the professionals’ collaboration, this research also analyses a current type of support for the inclusion of student with SEN (students with ASD) in regular schools: Special Education Support Unit (SESU).</p> <p>In 2004, the Catalan government created the SESU. Its purpose was the enrolment of all the students in regular schools and classrooms by providing teachers with teaching support (specialist teachers and learning support assistants) to help students with SEN that can be schooled in special educational centres. The SESU professionals provide the school, teachers and students with their support either inside the mainstream classroom or into a specific classroom. Moreover, professionals of the SESU think the attendance of students as an interdisciplinary and collaborative support; all educational, social and familiar agents must work together and make a coordinated work, though some research have cast doubt on the effectiveness of this kind of support by highlighting the issues relating to relationships between support teachers and class teachers among others (Symes and Humphrey, [<reflink idref="bib20" id="ref16">20</reflink>] ).</p> <p>Organising support in schools is a function of a number of important variables such as school inclusion philosophy, supporting policy, the role of the support teacher, the methodological strategies, the students’ needs, the social relationships among teachers, and so on. In the case of students with ASD, several factors may help their inclusion: factors associated with the child, the preparation of the child for the mainstream classroom, the school, the teaching support provision, etc. (Osborne and Reed, [<reflink idref="bib17" id="ref17">17</reflink>] ).</p> <p>Inclusion is an improvement for the educational system and all educational agents (students, teachers, support teachers, families, etc.) are the beneficiaries. Nevertheless, this process requires changes in the curriculum, in the classroom management, or in the relationships (Holzschuher, [<reflink idref="bib9" id="ref18">9</reflink>] ). In terms of Humphrey and Lewis ([<reflink idref="bib10" id="ref19">10</reflink>] ), an effective mainstream education for students with SEN requires a positive school ethos, a commitment to inclusion and a collaborative support culture.</p> <hd id="AN0117169548-2">Method</hd> <p>With this study, we want to analyse the inclusion process of students with ASD in Catalan regular schools. Specifically, we analyse the inclusion process in four schools from the surrounding of Barcelona, focusing our interest on three topics: the support organisation, the support collaboration in the mainstream school and classroom and the inclusive methodologies.</p> <hd id="AN0117169548-3">Participants</hd> <p>The study was conducted in three schools of primary education (schools A, B and C) and one of secondary education (school D); all of these with specific SESU for children with ASD. The sample is shown in Table [NaN] .</p> <p>Sample and the level of participation of each school</p> <p> <ephtml> <table><tr><th align="left" /><th align="center">School A</th><th align="center">School B</th><th align="center">School C</th><th align="center">School D</th></tr><tr><td align="left">Teachers</td><td align="char" char=" ">38 (76%)</td><td align="char" char=" ">32 (89%)</td><td align="char" char=" ">48 (96%)</td><td align="char" char=" ">34 (60%)</td></tr><tr><td align="left">Students</td><td align="char" char=" ">235 (91%)</td><td align="char" char=" ">198 (97%)</td><td align="char" char=" ">157 (95%)</td><td align="char" char=" ">328 (66%)</td></tr><tr><td align="left">Number of students with autism spectrum disorders</td><td align="char" char=" ">7 (2 girls, 5 boys)</td><td align="char" char=" ">5 (1 girl, 4 boys)</td><td align="char" char=" ">8 (1 girl, 7 boys)</td><td align="char" char=" ">4 (4 boys)</td></tr><tr><td align="left">Number of support teachers</td><td align="char" char=" ">2</td><td align="char" char=" ">2</td><td align="char" char=" ">2</td><td align="char" char=" ">2</td></tr></table> </ephtml> </p> <p>Twelve teachers of the entire sample were interviewed: four were teachers of support, four were tutors and four were members of the manager team (one per school). All of them were women and their teaching experience ranged between 4 and 18 years.</p> <hd id="AN0117169548-4">Procedure and instruments</hd> <p>To determine the schools’ level of inclusion, the Index for Inclusion was applied. It was translated and adapted to the Catalan context for teachers and students (Booth and Ainscow, [<reflink idref="bib5" id="ref20">5</reflink>] ). Moreover, two were the tools for determining the type of support that was given to students with ASD: the observation and the interview.</p> <p>The interviews were conducted in each school from September to October of 2012 and the observations were taken in the mainstream classrooms and also in specific classrooms of the SESU, where students with ASD were.</p> <hd id="AN0117169548-5">Results</hd> <p>The results of the Index for Inclusion show that both teachers and students have a high perception of the process of inclusion that is conducting at each school. The mean ranges between 2.1 and 2.6 for teachers and between 2.3 and 2.7 for students. The maximum punctuation is 3.</p> <p>When we compare the schools (2 to 2), some significant differences are between the schools A and B and the schools C and D in the teachers’ questionnaire. Also, some significant differences are between the schools A and B and the school C for students of primary education, as Table [NaN] shows.</p> <p>Mean comparison between teachers and students among schools</p> <p> <ephtml> <table><tr><th align="left">School</th><th align="left">School</th><th align="center">Difference</th><th align="center">P</th></tr><tr><td align="left">Teachers’ Questionnaire</td></tr><tr><td align="left">A</td><td align="left">C</td><td align="char" char=".">0.3271</td><td align="char" char=".">0.0001</td></tr><tr><td align="left">A</td><td align="left">D</td><td align="char" char=".">0.3068</td><td align="char" char=".">0.0004</td></tr><tr><td align="left">B</td><td align="left">D</td><td align="char" char=".">0.4012</td><td align="char" char="."><0.0001</td></tr><tr><td align="left">Students’ Questionnaire</td></tr><tr><td align="left">A</td><td align="left">C</td><td align="char" char=".">0.1337</td><td align="char" char="."><0.0001</td></tr><tr><td align="left">B</td><td align="left">C</td><td align="char" char=".">0.1807</td><td align="char" char="."><0.0001</td></tr></table> </ephtml> </p> <p>Likewise, the schools with a higher mean in the Index for Inclusion (schools A and B), for both teachers and students, understand the SESU as a service of support in the mainstream classroom; they do not have a specific classroom for the SESU while schools C and D, with a lower mean, have a specific classroom for students with ASD. Albeit, the schools C and D combine the support between the regular classroom and the specific one; in the school C, between 10% and 45% of the scholar time goes for attending the students with ASD in the specific classroom ‘because they cannot follow the rhythm of their classmates in the regular classroom and their behaviour breaks the dynamic of the class’ (T‐C‐25).</p> <p>In the school D, the students with ASD are between 70% and 90% of their time in the specific classroom of the SESU. In this case, the teacher of support, who is in the specific classroom of the SESU with 2‐4 students, designs and explains the activity, prepares the material, supervises its execution and assesses the activity. All the activities that the student with ASD does in the specific classroom are directly related to reinforce of knowledge, acquisition of habits and the procedures of the daily life or game place for counteracting the disruptive behaviours. Sixty‐five percent of the students with ASD go to the specific classroom during the math or language mainstream class. Conversely, when the class is of physical education or artistic education or when the regular classroom is divided into two or three groups, each one is attended by one teacher and 98% of the students with ASD share the classroom with their classmates. Although tutors of these schools perceive that it is necessary that the students with ASD should go to the specific classroom in some moment, there are critical voices about this conception of the support because they think that ‘the students with ASD lose the curriculum development that their classmates have and always they are going to be behind; we need more coordination and collaboration between tutor and the support’ (ST‐C‐48).</p> <p>Otherwise, the decision to go to the specific classroom is not only according to the features of the students with ASD but also it is according to the culture and the policy of the school. Most obvious is the relation between the support teacher and the features of students with ASD when this relation is in the mainstream classroom. As a tutor claims: ‘it is important that the support teacher is giving an intensive support to the student with ASD for developing the activities when his/her capacity (intellectual) cannot understand what this activity requires, or when s/he is doing other activity of which I cannot order’ (T‐B‐64). So, we have to take into account that the policy of the school related to the inclusion also determines the role of the support teacher. Then, although the students with ASD of the schools A and B get a more intensive support, sitting besides him/her, the time spent is lower than in schools C and D.</p> <p>Besides, the role of support teacher is determinate by two more variables: the type of learning activity and the methodology in regular classroom.</p> <p>The type of learning activities is individual and different in specific classroom. Although the group is formed by four to five students, each one makes a different activity with an intensive support. Its objective is to reinforce academic knowledge, especially in mathematics and languages.</p> <p>Regarding the type of learning activities when support teacher is into regular classroom, there are also differences between schools and they depend on the methodology used by the tutor, the conception of support and the needs of students with ASD. So, students with ASD make the same activities as their classmates (80% of time) in schools A and B, and the other time they make adapted activities, especially with autistic students with lower functioning.</p> <p>In schools C and D, the students with ASD realise different learning activities than their classmates in the 40% of time. These activities are the same only in 30% of time, especially with autistic students with high functioning. These percentages are concerned to the knowledge area. So, the learning activities are different in mathematics and language sessions but students with ASD make the same activities as their classmates in artistic sessions.</p> <p>On the other hand, the student groups in regular classroom are different in these schools. Schools A and B gather their students in small and heterogeneous groups where student with ASD is a member. Exceptionally, support teacher teaches to student with ASD individually. These groups allow student with ASD to be helped (or can help) by their classmates. In these schools, the 40% of the time in group is individual and the 60% is collaborative, so they pursue some common aims. In the Schools C and D, students with ASD are in groups to work individually (50% of time) or collaboratively (20% of time); other time, they work individually in regular classroom.</p> <hd id="AN0117169548-6">Conclusions</hd> <p>In the light of the results presented, we can conclude that, in general, the schools tend to have a positive ethos and a commitment to inclusion, but the collaborative support culture depends on the philosophy of inclusion and the educational level of the schools; that is, it is more positive in primary educational schools than in secondary schools (Chiner and Cardona, [<reflink idref="bib6" id="ref21">6</reflink>] ).</p> <p>Schools make an effort for providing support to mainstream classroom, although the type of the provided support differs among schools according to its policy and conception of the support. This different schools’ conception of the support also determines the level of inclusion of students with SEN (here with ASD) in the mainstream classroom.</p> <p>Sometimes, the conception of the support depends on the management of the SESU support in the school; that is, if the SESU support is organised as a service that provides the support in specific classrooms or as a service that provides the support in the general classrooms, contrasting this conception with the conception of the role of the teachers as a support for children with ASD.</p> <p>Other times, the conception of the support depends on the conception of the mainstream classroom; that is, if the general classroom is perceived like a place for acquiring knowledge, where the contents are the most important thing (Arnaiz, [<reflink idref="bib1" id="ref22">1</reflink>] ). In this case, students with ASD are referred to a specific classroom (if the centre can provide it), where the curriculum is organised in a different way. In these cases, the teachers’ collaboration is lower. Thus, if SESU is conceived like a service for all students in regular classroom, the collaboration between teachers is higher than if SESU is a specific classroom. Maybe, this could be related to the inclusive methodologies, which make easier the collaboration (Florian and Black‐Hawkins, [<reflink idref="bib8" id="ref23">8</reflink>] ).</p> <p>As we can see, organising support for inclusion in educational centres is a function of multiple variables, albeit one of the most important one is the collaborative approach of the conception of the support (Nadal, Grau, and Peirats, [<reflink idref="bib16" id="ref24">16</reflink>] ); because as Booth and Ainscow ([<reflink idref="bib4" id="ref25">4</reflink>] :8) claim ‘support is considered to be all activities which increase the capacity of a school to respond to student diversity’, and respond to student diversity requires working together; in other words, the teachers’ collaboration as a key support for the inclusion.</p> <hd id="AN0117169548-7">Conflicts of interest</hd> <p>There are no conflicts of interest. The authors of this article state that none exist any conflict of interest and that they have not received grants, speakers fees or others, from any commercial body.</p> <p>Funding source: MINECO. EDU2010‐19478 as Competitive Project: Educational respond at the schools through good inclusive practices.</p> <hd id="AN0117169548-8">Bibliographic references</hd> <p>1 Arnaiz, P. ( 2007 ) Cómo promover prácticas inclusivas en educación secundaria. Perspectivas. Revista de los centros del profesorado de Andalucía, 14, diciembre. Consejería de Educación de la Junta de Andalucía</p> <ulist> <item>2 Bausela, E. ( 2003 ) ‘ La investigación cooperativa, una modalidad de investigación‐acción.’ Revista de Psicodidáctica, 15–16, pp. 121 – 30.</item> <item>3 Boavida, A. M. & da Ponte, J. P. ( 2011 ) ‘ Investigación colaborativa: potenciales y problemas.’ Revista de Educación y Pedagogía, 23 ( 59 ), pp. 125 – 35.</item> <item>4 Booth, T. & Ainscow, M. ( 2002 ) Index for Inclusion. Developing Learning and Participation in Schools. Manchester : CSIE.</item> <item>5 Booth, T. & Ainscow, M. ( 2005 ) Índex per a la inclusió. Guia per a l'avaluació i millora de l'educació inclusiva. Barcelona : ICE‐UB.</item> <item>6 Chiner, E. & Cardona, M. C. ( 2013 ) ‘ Inclusive education in spain: how do skills, resources, and supports affect regular education Teacher' perceptions of inclusion? ’ International Journal of Inclusive Education, 17 ( 5 ), pp. 526 – 41.</item> <item>7 Echeita, G., Simón, C., Sandoval, M. & Monarca, H. A. ( 2013 ) Cómo fomentar las redes naturales de apoyo en el marco de una escuela inclusiva. Propuestas prácticas. Alcalá de Guadaira : MAD.</item> <item>8 Florian, L. & Black‐Hawkins, K. ( 2011 ) ‘ Exploring inclusive pedagogy.’ British Educational Research Journal, 37 ( 5 ), pp. 813 – 28. doi:( 10.1080/01411926.2010.501096 ).</item> <item>9 Holzschuher, C. ( 2012 ) Cómo organizar aulas inclusivas. Madrid : Narcea.</item> <item>10 Humphrey, N. & Lewis, S. ( 2008 ) ‘ What does ‘inclusion’ mean for pupils on the autistic spectrum in mainstream secondary schools? ’ Journal of Research in Special Educational Needs, 8 ( 3 ), pp. 132 – 40.</item> <item>11 Leach, D. & Duffy, M. L. ( 2009 ) ‘ Supporting students with autism spectrum disorders in inclusive settings.’ Intervention in School and Clinic, 45 ( 1 ), pp. 31 – 7.</item> <item>12 Lozano, J., Alcaraz, S. & Colás, P. ( 2010 ) ‘ La enseñanza de emociones y creencias a alumnos con trastornos del espectro autista: una investigación colaborativa.’ Profesorado, 14 ( 1 ), pp. 367 – 82.</item> <item>13 Macarulla, I. & Saiz, M. (coord.) ( 2009 ) Buenas prácticas de escuela inclusiva. Barcelona : Graó.</item> <item>14 Mesibov, G. & Howley, M. ( 2010 ) El acceso al currículo por alumnos con trastornos del espectro del autismo: uso del Programa TEACCH para favorecer la inclusión. Ávila : Autismo Ávila.</item> <item>15 Moliner, O. ( 2014 ) ‘ Una mirada sobre los escenarios de resistencia creativa ante la segregación y la exclusión del alumnado.’ Revista nacional e internacional de educación inclusiva, 7 ( 1 ), pp. 16 – 29.</item> <item>16 Nadal, M. J., Grau, C. & Peirats, J. ( 2014 ) ¿Favorece la organización de los apoyos en los centros de educación infantil y primaria la inclusión de los alumnos con necesidades de apoyo educativo? XI Congreso Internacional y XXXI Jornadas de Universidades y Educación Inclusiva. Castellón: Universidad Jaime I. < http://www.quadernsdigitals.net/datos/hemeroteca/r_77/nr_845/a_11341/11341.pdf > (accessed 01 May 2014).</item> <item>17 Osborne, L. A. & Reed, P. ( 2011 ) ‘ School factors associated with mainstream progress in secondary education for included pupils with Autism Spectrum Disorders.’ Research in Autism Spectrum Disorders, 5, pp. 1253 – 63.</item> <item>18 Parrilla, A. ( 2003 ) ‘ La voz de la experiencia: la colaboración como estrategia de inclusión.’ Aula de Innovación Educativa, 121, pp. 43 – 8.</item> <item>19 Segall, M. J. & Campbell, J. M. ( 2012 ) ‘ Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders.’ Research in Autism Spectrum Disorders, 6 ( 3 ), pp. 1156 – 67.</item> <item>20 Symes, W. & Humphrey, N. ( 2011 ) ‘ The deployment, training and teacher relationships of teaching assistants supporting pupils with autistic spectrum disorders (ASD) in mainstream secondary schools.’ British Journal of Special Education, 38 ( 2 ), pp. 57 – 64.</item> </ulist> <aug> <p>By Josep M. Sanahuja‐Gavaldà; Patricia Olmos‐Rueda and Mar Morón‐Velasco</p> </aug> <nolink nlid="nl1" bibid="bib7" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib2" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib3" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib12" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib15" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib18" firstref="ref6"></nolink> <nolink nlid="nl7" bibid="bib13" firstref="ref7"></nolink> <nolink nlid="nl8" bibid="bib11" firstref="ref8"></nolink> <nolink nlid="nl9" bibid="bib14" firstref="ref9"></nolink> <nolink nlid="nl10" bibid="bib19" firstref="ref10"></nolink> <nolink nlid="nl11" bibid="bib17" firstref="ref12"></nolink> <nolink nlid="nl12" bibid="bib16" firstref="ref15"></nolink> <nolink nlid="nl13" bibid="bib20" firstref="ref16"></nolink> <nolink nlid="nl14" bibid="bib9" firstref="ref18"></nolink> <nolink nlid="nl15" bibid="bib10" firstref="ref19"></nolink> <nolink nlid="nl16" bibid="bib5" firstref="ref20"></nolink> <nolink nlid="nl17" bibid="bib6" firstref="ref21"></nolink> <nolink nlid="nl18" bibid="bib1" firstref="ref22"></nolink> <nolink nlid="nl19" bibid="bib8" firstref="ref23"></nolink> <nolink nlid="nl20" bibid="bib4" firstref="ref25"></nolink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Pervasive+Developmental+Disorders%22">Pervasive Developmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink><br /><searchLink fieldCode="DE" term="%22Spain+%28Barcelona%29%22">Spain (Barcelona)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/1471-3802.12293
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1471-3802
– Name: Abstract
  Label: Abstract
  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. [Paper presented at the Inclusive and Supportive Education IV Conference Congresso Internacional da Pró-Inclusão (8th, Lisbon, Portugal, July 26-29, 2016).]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2016
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1109442
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1109442
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/1471-3802.12293
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 5
        StartPage: 303
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Pervasive Developmental Disorders
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Teacher Collaboration
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Observation
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Spain
        Type: general
      – SubjectFull: Spain (Barcelona)
        Type: general
    Titles:
      – TitleFull: Collaborative Support for Inclusion
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sanahuja-Gavaldà, Josep M.
      – PersonEntity:
          Name:
            NameFull: Olmos-Rueda, Patricia
      – PersonEntity:
          Name:
            NameFull: Morón-Velasco, Mar
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          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2016
          Identifiers:
            – Type: issn-electronic
              Value: 1471-3802
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            – Type: volume
              Value: 16
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Research in Special Educational Needs
              Type: main
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