Including pupils with autistic spectrum disorders in mainstream schools

The number of pupils with autistic spectrum disorders (ASD) being educated in mainstream schools is increasing. However, there is growing concern about their educational experiences. Research suggests that such pupils make easy targets for bullies, and are considered difficult to teach by teachers. Furthermore, pupils with ASD are more than 20 times more likely to be excluded from school than those without special educational needs. In light of such evidence, the aim of this article is to outline evidence‐based strategies to facilitate the presence, participation, acceptance and achievement of pupils with ASD in mainstream settings. The strategies are presented thematically, as follows: (i) challenge stereotypes and raise expectations, (ii) create order from chaos, (iii) promote peer understanding, (iv) develop social skills, (v) adapt academic subjects, and (vi) modify conversational language. These strategies are not intended to be completely comprehensive – rather, they are starting points on a journey towards inclusion for those with ASD.     

Including pupils with autistic spectrum disorders in the classroom: the role of teaching assistants

The aims of the current study were (i) to explore the extent to which pupils with Autistic Spectrum Disorders (ASD) were effectively included in lessons, compared with pupils with dyslexia (DYS) or no Special Educational Needs (CON) and (ii) to understand how the presence of a teaching assistant (TA) influences the inclusion/exclusion process. One hundred and twenty pupils (40 each in the ASD, DYS and CON groups) drawn from 12 mainstream secondary schools in the north-west of England were observed in a variety of lessons using structured observation schedules. Additionally, the classroom inclusion of 21 pupils with ASD was examined through qualitative observations. The analysis indicated that pupils with ASD were less effectively included in lessons than pupils in the other two groups. Specifically, they were less likely to work independently and be socially included, particularly when a TA was present. The findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.     

Living with autistic spectrum disorder: parental experiences of raising a child with autistic spectrum disorder (ASD)

The focus of the study was to explore parental experiences of raising a child with autistic spectrum disorder (ASD). A mixed‐method approach consisting of questionnaires and semi‐structured interviews was used in order to elicit parental perspectives of raising a child with ASD. Two semi‐structured interviews were conducted with parents of children with ASD. Questionnaires were sent to parents of children with ASD in two special schools. The findings indicate that although each of the parents had a child with ASD, their experiences were all different. Many interesting accounts were documented and a wealth of information regarding the characteristic traits that children with ASD portray was recorded. The findings suggested that the majority of the parents experienced a low level of support from agencies and professionals. The general verdict was that of poor communication and a lack of understanding of parents' needs following formal diagnosis. Finally, a series of coping strategies were discovered ranging from family support to paid help.     

概念图的研究及其进展

本文简单介绍了概念图的研究简史 ,进行了画概念图的理论溯源 ,并介绍了国外开展概念图研究的情况。     

Inclusive provision options for pupils on the autistic spectrum

In the last decade, there has been a dramatic increase in the number of pupils with autism spectrum disorders (ASD) attending mainstream schools. However, particular concerns have been expressed about their inclusion, focused on an increased risk of peer rejection and lack of staff knowledge about appropriate teaching approaches. Parental views of inclusive placements are consistently more positive where there is an ASD resource base in the school. This study was designed to investigate characteristics of the provision available to pupils with ASD in mainstream schools with and without a specialist ASD resource base. Information was gathered from semi‐structured interviews with staff in 26 schools about levels of inclusion and support, about the strategies used to support pupils with ASD, both at an individual and whole school level, and about changes considered desirable. Interviewees were also asked to describe how they would respond to scenarios depicting situations that are commonly experienced in working with pupils who have ASD. Findings confirmed that the features of mainstream placements identified as important by parents of children with ASD were more likely to be found in schools with ASD resource bases. However, it was found that comparable provision could be made across settings given appropriate staff training. Scope for further development across settings was also identified, particularly in the use of evidence‐based peer‐mediated strategies.     

运用概念图优化学习系统

随着概念图在教学中的不断应用，它对学习系统的影响也越来越明显。本文首先就传统学习系统进行阐述，再从学习者、知识和传授者三方面分析概念图的引进对学习系统产生的影响，最后给出学习系统的新图景。     

Exploring the effects of employing Google Docs in collaborative concept mapping on achievement,concept representation,and attitudes

This study investigated the effectiveness of using Google Docs in collaborative concept mapping (CCM) by comparing it with a paper-and-pencil approach. A quasi-experimental study was conducted in a physics course. The control group drew concept maps using the paper-and-pencil method and face-to-face discussion, whereas the experimental group employed Google Docs to create concept maps and used Google Chat for discussion. Learning achievements, physics concept representation, attitudes toward science, and attitudes toward CCM were examined to identify the differences between the two groups and the effectiveness of Google Docs. The results suggested that the use of Google Docs did not significantly affect physics achievement. However, Google Docs fostered physics concept representation and enhanced attitudes toward science. Moreover, the Google Docs group tended to learn more collaboratively. The students in this group also agreed with the superiority of observation and modification functions provided by the real-time co-editing mechanism and revision history.     

Living with children diagnosed with autistic spectrum disorder: parental and professional views

The number of children diagnosed with an autistic spectrum disorder (ASD) is rising and is now thought to be as high as 1:100. While the debate about best treatment continues, the effects of having a child diagnosed with ASD on family life remain relatively unexplored. This article, by Karola Dillenburger of Queens University Belfast, Mickey Keenan of the University of Ulster, Alvin Doherty from the Health Service Executive Western Region, Tony Byrne of Parents' Education as Autism Therapists (PEAT) and Stephen Gallagher of the University of Ulster, sets out to adjust that balance. Drawing upon data from a comprehensive study of parental needs, these authors argue that parental and professional views do not always concur; that families make extraordinary sacrifices; that siblings are affected; and that parents are under tremendous stress. Parents argue that educational and social service supports are not efficient and that they are forced to rely largely on support from within the family or from friends. In particular, some important differences between parental and professional perceptions became apparent in relation to interventions based on Applied Behaviour Analysis (ABA). The authors of this article propose that these differences need to be taken seriously by teachers and other professionals as well as by policy-makers.     

Using a concept mapping strategy to improve the motivation of EFL students in Google Hangouts Peer-Tutoring Sessions with native speakers

This study examines four elements of learner motivation, attention, relevance, confidence, and satisfaction, in an EFL speaking course that uses the computer mediated communication (CMC) tool Google Hangouts. The study found that a preparatory concept mapping task before the CMC sessions improved students’ perceived attention, relevance, confidence, and satisfaction. However, follow-up reflective worksheets had no effect on perceived attention, relevance, confidence, or satisfaction. Instructors should use concept mapping in a pre-task to support learners engaged in CMC-based speaking activities with native and non-native speakers. When the students used concept mapping to prepare for the CMC-based speaking activities, they exhibited higher confidence in their oral practice activities with a native speaker.     

The computer in the classroom: a medium for enhancing social interaction with young people with autistic spectrum disorders?

Angela Jacklin is a senior lecturer in education and director of student support at the University of Sussex. William Farr is a teacher at a primary school in Sussex, and a former MA student at Sussex University. In the project reported in this article, they worked together to consider how valuable the computer may be as a medium to enhance social interaction with pupils with autistic spectrum disorders. The research took place in a special school for pupils with severe learning difficulties in the South East of England and involved 12 children from the school's unit for pupils with autism. From this initial group, three pupils were selected for more focused study. Using a mix of qualitative data gathering and analysis stragegies, the research highlighted the importance of social interaction a round the computer and indicated that the computer could be a useful tool for enhancing social interaction. This was found to relate in part to the adult's ability to follow the child's lead, as well as the complex intermingling of events known as 'tricky mixes'. Where this happened, use of the computer appeared to result in more sustained and more positive interactions for young people with autistic spectrum disorders.     

The social and emotional functioning of students with an autistic spectrum disorder during the transition between primary and secondary schools

The transition from the primary to the secondary phase in education can be a pivotal moment for many students, but for students who have autism, their difficulties with socialisation and emotional regulation can make this time period especially challenging. This article explores the experiences of key stakeholders regarding the issue of students with an autistic spectrum disorder (ASD) transitioning from primary to secondary school. Five students with an ASD who were about to transfer to mainstream secondary schools, their parents and members of their primary and secondary school staff were invited to participate in the study. Using mixed methods of data collection, a complex picture of student experiences was discovered. The article highlights the need for further research in the field of school transitions for the student with ASD.     

The deployment,training and teacher relationships of teaching assistants supporting pupils with autistic spectrum disorders (ASD) in mainstream secondary schools

Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north‐west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.     

论语言逻辑视域中概念图式的意向性维度

虽然,概念图式起到了组织经验的作用,但是,这个图式本身并不是以经验为内容的,正如语言本身并不是一种经验内容。在一定程度上,可以说,概念图式就是我们的说话方式,而意向性则是说话者的心理状态特性。语言逻辑视域中概念图式的意向性维度,能使人们的概念认知发生人本主义变化,从而使人的认知、表达和交流,更加契合心灵和生活形式本身。     

Using aromatherapy massage to increase shared attention behaviours in children with autistic spectrum disorders and severe learning difficulties

Children with autistic spectrum disorders (ASD) characteristically display a lack of shared attention behaviours and the lack of these behaviours impacts on their ability to develop social interactions and relationships with others. Steve Solomons, assistant headteacher at Rectory Paddock School and Research Unit in the London Borough of Bromley, set out to explore these issues as an aspect of practice when he was working at St. Ann's School in the London Borough of Merton. He carried out this research as part of his MEd in special education at the University of Birmingham, for which he received the prestigious Annie Deakins prize in 2003. The aim of his study was to investigate whether aromatherapy massage could increase shared attention behaviours in a sample of four children with autistic spectrum disorders and severe learning difficulties (SLD). Aromatherapy massage was introduced into the daily timetable and children's responses were observed. The results indicate that children's shared attention behaviours increased during aromatherapy massage and that other aspects of their behaviour also changed over the course of the research. Family involvement in the study enabled these changes to be transferred from school to home. In this article, Steve Solomons explores the implications of his research for new teaching and learning opportunities for children with autistic spectrum disorders and severe learning difficulties.     

Assessing anxiety in youth with autism spectrum disorder

Anxiety is now recognized as one of the most common co-occurring conditions in youth diagnosed with autism spectrum disorder (ASD). Despite the prevalence of this comorbid condition, accurate assessment and diagnosis of anxiety in ASD has proven difficult. This paper will address the considerable research literature on assessing anxiety in youth with ASD, including difficulties related to assessment and differential diagnosis. In addition, this paper will describe relevant tools and methods for assessing anxiety in this complex population.     

Psycho-social characteristics of children and adolescents with siblings on the autistic spectrum

This study investigates the psycho-social characteristics of typically developing children who have siblings with autism and their sibling relationship. Children’s adjustment at school, their self-esteem and social relations, as well as their friends’ attitudes towards their autistic siblings were examined. Participants were 22 siblings of children with autism, aged 8–18?years, 22 mothers and 22 fathers. Parents provided demographic information, and completed the Strengths and Difficulties Questionnaire and the Sibling Inventory of Behaviour. Data from siblings of children with autism were based on a semi-structured interview, the Self-Perception Profile for Children and Adolescents and the Siblings Problems Questionnaire. Only few typically developing siblings of children with autism exhibit emotional and behavioural difficulties. The majority of them have a good relationship with their autistic brother or sister, although they mentioned changes in their daily routines. They also seem not to be satisfied in terms of peer acceptance skills and friendships. In addition, the results of the present study provide evidence for positive parental views on their typically developing children’s emotional and behavioural adjustment. These findings are important and need to be taken into account in order to assess functioning of all family members in families with autism spectrum children.     

Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts

The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students difficulties. The test was administered to a total of 64 eighth grade students from two classes of a general science course, taught by the same teacher. The experimental group received the conceptual change texts accompanied with concept mapping in a lecture by the teacher. This instruction explicitly dealt with students misconceptions. It was designed to suggest conditions in which misconceptions could be replaced by scientific conceptions and new conceptions could be integrated with existing conceptions. The control group received TI in which the teacher provided instruction through lecture and discussion methods. The results showed that conceptual change text accompanied with concept mapping instruction caused a significantly better acquisition of scientific conceptions related to solution concept and produced significantly higher positive attitudes toward science as a school subject than the TI. In addition, logical thinking ability and prior learning were strong predictors for the concept learning related to solution.     

Parents' experiences of applied behaviour analysis (ABA)‐based interventions for children diagnosed with autistic spectrum disorder

Applied behaviour analysis (ABA)‐based programmes are endorsed as the gold standard for treatment of children with autistic spectrum disorder (ASD) in most of North America. This is not the case in most of Europe, where instead a non‐specified ‘eclectic’ approach is adopted. We explored the social validity of ABA‐based interventions with 15 European families who had experience with home‐based, mainly self‐managed, ABA‐based programmes for their own child/ren with ASD. The results of the study highlighted the overwhelmingly positive impact that ABA‐based interventions had on their children in areas such as social skills, challenging behaviour, communication, gross and fine motor skills, concentration, interaction, independence, overall quality of life and, most importantly, a feeling of hope for the future. Implications for European policy on ASD are discussed.     

The rise in the numbers of pupils identified by schools with autism spectrum disorder (ASD): a comparison of the four countries in the United Kingdom

An annual school census is held in the four countries of the UK in which pupils with ASD are identified. This longitudinal study of the total UK school population compares increases in prevalence rates for pupils with ASD over a nine-year period from 2010/11. Northern Ireland had the highest prevalence throughout, reaching 3.20% by 2018/19 compared to 1.92% in Wales. The prevalence rates were higher in secondary than in primary schools. The increases in prevalence and intra-country variations may be linked to a greater appreciation of ASD occurring alongside other developmental difficulties. Greater reliance on school rather than statutory assessments may also contribute to increases in pupils with ASD. More in-depth research is needed to establish the reason for the variations across years and countries.