Further education outside the jurisdiction of local education authorities in post-war England

This article revisits the three decades following the end of World War Two – a time when, following the 1944 Education Act, local education authorities (LEAs) were the key agencies responsible for running the education system across England. For the first time, there was a statutory requirement for LEAs to secure adequate facilities for further education (FE), and the post-war era is generally remembered as a period when they dominated FE. Yet this is not the full story of FE in post-war England: it is often forgotten that a significant amount of FE existed outside the municipal framework. This article returns to the post-war decades and begins to uncover the largely forgotten history of FE outside local authority control at that time. It highlights how voluntary and private organisations offered various forms of post-compulsory education outside the municipal framework, and how they contributed to the eclectic and diverse nature of FE across England. This, I argue, not only reflected the expedience, compromise and inertia that characterised FE in post-war England but was rooted in a capture of educational policy more generally by a privileged elite intent on maintaining a social order characterised by social, economic and cultural divisions.     

我国高等教育质量保障体系中地方与中央政府权力博弈分析

中央和地方政府的权力博弈关系与高等教育质量能否得以保障息息相关。在我国高等教育质量保障体系建设中,中央与地方政府存在着＂合作博弈＂与＂非合作博弈＂。在＂合作博弈＂中表现为主动权力博弈形式,在＂非合作博弈＂中表现为隐性权力博弈、灰色权力博弈两种形式。合理划定中央与地方政府在高等教育质量保障体系建设中的权力界限,中央适度让渡一些权力给地方政府,中央和地方政府行使高等教育质量保障权力时需要道德的规约是我国中央和地方政府在高等教育质量保障体系中更好地发挥作用的必由之路。     

iPad: efficacy of electronic devices to help children with autism spectrum disorder to communicate in the classroom

Children with Autism Spectrum Disorder (ASD) are known to have difficulty in social communication, with research indicating that children with ASD fail to develop functional speech (Lord and Rutter, 1994 ). Over the years a number of Augmented and Alternate Communication (AAC) devices have been used with children with ASD to overcome this barrier and to facilitate communication. This article examines an Indian AAC tool called AVAZ (meaning sound), which is the first of its kind in India. The project reported also looks at the effectiveness of using AVAZ and the use of iPads by children with ASD in the classroom. Additionally, the article examines the suitability of using iPads for all learners in the spectrum. Twenty children between the ages of 4 and 10 years were selected to trial the use of AVAZ. They received three sessions weekly of 45 minutes over a period of 10 weeks. The feedback of the special educators who trained the children was analysed. The findings of this small scale study indicates that the children preferred using the AVAZ app and the iPad to pen and paper. Huguenin ( 2004 ) too indicated similar reports in using Information and Communication Technology (ICT) in enhancing children's motivation to learn and communicate. The trainers felt it could be used as an educational tool, and many more educational concepts could be added. Research also suggests that ICT can be used as a tool to tutor for educational purpose (Means, 1994 ). The AVAZ app could be recommended to children with ASD who are included in mainstream schools. This study was conducted at Sankalp, a special school in Tamil Nadu, Chennai.     

A comparison of parent and professional perceptions of children with autism spectrum disorder in Portugal

Improving early intervention in Portugal for children with autism spectrum disorder (ASD) requires parents and professionals to collaborate in assessing and planning intervention programmes. This article analyses parental and professional assessments of children with ASD, in the dimensions of social communication, repetitive behaviours and restricted interests, and sensory processing. The study presents contrasting perspectives from professionals and parents from a range of socio‐academic backgrounds. The sample consists of 136 Portuguese children (aged three to six years old) with ASD and involves children, parents and professionals from across the country. All children, at the time, were in preschool and receiving early special education intervention. Parents and professionals used the Assessment Scale for Children with ASD to complete the assessments. The results show that parents rate children's development and learning more positively compared to professionals; and that this difference is more significant in the field of social communication. Further, parents with higher academic qualifications showed statistically significant differences in comparison with professionals in the social communication dimension. These findings are discussed in relation to the literature and some suggestions are made regarding certain practices related to intervention in early childhood.     

Motor milestone development in young children with autism spectrum disorders: an exploratory study

This study aimed to determine if a sample of children currently diagnosed with autism spectrum disorders (ASDs) would have shown motor milestone delays before age three as compared to typically developing children. Given delays in motor skills, the study also strived to determine which specific skills might be delayed. Parents of 44 children who had been diagnosed with ASDs answered survey questions related to their child’s early motor milestone development. Survey responses were compared to Bayley’s motor milestone data for typically developing children. Results suggested that all 44 children (age range 82–90 months) with ASDs were delayed on all 26 motor milestones. Specifically, children with autistic disorder (n = 26) were significantly delayed on 11 motor milestones; nine of them delayed before age two. Children with Asperger Syndrome (n = 18) showed significant delay on four milestones; three of them delayed before the age of two.     

Integration of physical health and sensory processing assessment for children with autism spectrum disorder in schools

Individuals with autism spectrum disorder (ASD) often undergo various assessments and evaluations as part of the diagnostic process, identification and classification for special education eligibility, and continued progress monitoring for skill growth. Such evaluations may include cognitive, social and emotional, behavioral, and speech evaluations, among other skill and ability assessments. One other area for assessment that clinicians may consider examining when working on evaluations for individuals with ASD includes the integration of assessments capturing physical and sensory needs. Physical health identifiers that may be included in such evaluations cover physical exercise, sleep, diet and food sensitivities, and elimination. Additionally, sensory evaluations may consider auditory, olfactory, taste, tactile, vestibular, and proprioceptive sensory abilities and needs. This practitioner-focused chapter includes a brief review of each of the aforementioned physical and sensory abilities and their connection to ASD. Further, implications for practitioners in their assessment of ASD are explored with practical tips and recommendations for providers to use for their future assessments for ASD.     

The self-efficacy of primary teachers in supporting the inclusion of children with autism spectrum disorder

In the context of a trend towards inclusive practice in Irish primary schools, many teachers feel ill-equipped to cope with this new challenge. Scope exists within the Irish education system to transform mainstream schools into autistic spectrum disorder (ASD) friendly environments. Research into teacher perceptions of inclusion has found that teachers’ views impact on how inclusionary practices are implemented. This study utilised semi-structured interviews with six primary school teachers. The data were analysed using interpretative phenomenological analysis (IPA). Findings from this study suggest that the majority of teachers were apprehensive and lacked confidence at the initial prospect of teaching a child with ASD. The majority of the teachers interviewed also described feelings of uncertainty in managing the behaviour of a child with ASD. These findings were analysed in the context of teachers’ perceptions of systemic issues such as lack of access to resources, support and training in ASD-specific approaches.     

Supporting practitioners in school-based evaluations of autism spectrum disorders

Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill.     

The assessment of creativity for people with autism spectrum disorder

The term “creativity” can conjure various ideas and meanings. It's no surprise that methods for measuring such a concept vary widely and are not without controversy. This is particularly true among people with autism spectrum disorder (ASD), who are a unique yet incredibly diverse group of individuals. This article provides an overview of the assessment of creativity among individuals with ASD. Findings among studies that have sought to determine whether individuals with ASD are more or less creative than their neurotypical peers are mixed, yet the authors propose that intentional development of creativity in all youth, including those with ASD, can be beneficial.     

Families of children on the autism spectrum: experience of daily life and impact of parent education

Information and support for families of children on the autism spectrum is limited in south-east Europe. A three-year project, Equity and Social Inclusion Through Positive Parenting (ESIPP), was established to develop and provide parent education (PE) in autism for families in Croatia, Cyprus and North Macedonia. This paper presents findings from Croatia regarding family life and the impact of PE. Data were collected via pre- and post-PE questionnaires and semi-structured interviews. Participants discussed the impact of autism on family life, the difficulty of obtaining a diagnosis, the importance of family support (and varying experience of formal support), common experiences of stigma and social exclusion and concerns for the future. The value and benefit of PE is identified, and recognition of its impact within Croatia has ensured its ongoing provision.     

Using the value creation framework to capture knowledge co-creation and pathways to impact in a transnational community of practice in autism education

ABSTRACT

Although theories around Communities of Practice have gained significant ground in recent years and have become an important focus for organizational development, there is a gap in studies that investigate what members gain from participation in these communities. This paper explains how the value creation framework was implemented in a transnational research and development project in autism education by examining cycles of value creation and drawing on two types of data identified by Wenger and colleagues. The value creation framework is a theoretically driven framework to assess social learning in communities. Participants involved in the learning space were co-researchers engaged in a process of investigating, sharing and reflecting on their practice. The paper discusses the methodological challenges and strengths of using the value creation framework, with a particular focus on how insights and interactions led to subsequent changes in the practice of the participants. This work has the potential to make an important contribution to methods and analysis in assessing social learning and pathways to impact in participatory research and development projects more broadly.     

试析地方保护主义的政治影响

地方保护主义破坏国家政策、法律统一,削弱中央权威;加剧地区不平衡,危及社会稳定;破坏政府的公共性,损害政府形象;滋生腐败,助长权钱交易。地方保护主义的政治影响必须引起重视,如果不对之加以遏制,地方保护主义可能导致地方政治上的离心倾向。     

Experiences of parents whose children with autism spectrum disorder (ASD) are starting primary school

Starting school is a critical event in a child’s life and successful transitions to school have been posited as key indicators for future academic achievement. For children with autism spectrum disorder (ASD), the process is complicated by difficulties in social communication and social interaction. Parents of children with ASD can experience their child’s transition to school as a stressful and challenging time. In this study a qualitative methodology, Interpretative Phenomenological Analysis (IPA), was used to elicit the experiences and perceptions of six parents whose children with ASD were starting school in Ireland. Semi-structured interviews were carried out and a cross-case analysis was conducted. Three common overarching themes were identified which reflected participants’ experiences of the transition process; these were (a) “I think they need to believe, believe what we’re telling them”, (b) “Experience of ASD/it’s a very labelling thing”, and (c) “Preparing for school and feelings about the future”. Implications from the research are discussed with reference to the role of the educational psychologist (EP) in supporting parents of children with ASD in the transition process.     

Best practices and emerging trends in assessment of trauma in students with autism spectrum disorder

Children and adolescents with autism have a higher likelihood of being exposed to bullying, abuse, and sexual assault which, through repeated exposure, has been demonstrated to impede academic, social, and physical functioning among this population. However, the complexity of unpacking the characteristics of autism and trauma can pose a challenge for school psychologists in using the most appropriate clinical method of intervention. This paper summarizes the co-occurrence of autism and trauma in an effort to better inform practitioners and recommends the need for valid and reliable assessments that measure adverse experiences for children with autism. A practitioner assessment guide of childhood trauma and autism spectrum disorder is also provided to facilitate a comprehensive assessment process. We conclude that there is a pressing need for more research examining the relationship between autism and trauma by better understanding the relationship of these constructs, and for the development of more effective assessments to provide more evidence-based interventions.     

The effect of choice on motivation for young children on the autism spectrum during discrete trial teaching

Self‐determination and decision‐making are acknowledged internationally as key rights of persons with disabilities and should play an important role in the development of educational plans and procedures. Not only is the chance for individuals with developmental disabilities to select their own tasks, leisure activities or reinforcers a valuable way of enhancing rights‐based education and personal dignity, but choice‐making opportunities may also function as a useful clinical or educational tool if they actually improve the efficacy of programmes aimed at the acquisition of socially relevant behaviours and life skills or the reduction of challenging behaviours. The study reported here assessed whether or not choice affected effectiveness of an educational procedure for three children on the autism spectrum. Following a preference assessment, a number of discrete teaching trials were conducted with each child and, contingent upon targeted responses, either the child or the therapist selected one of three preferred reinforcer items. Reinforcer choice did not affect intervention effectiveness for two of the children; however, performance and motivation improved for the third child. Results re‐affirmed the importance of thorough preference assessments prior to intervention and showed that additional stimulus choice contingent on the target response may improve motivation and outcomes for some children.     

Educating children on the autism spectrum: preconditions for inclusion and notions of ‘best autism practice’ in the early years

This article draws together findings from expert evidence and empirical studies to identify the preconditions for developing inclusive learning environments for young children on the autism spectrum. It concludes that in order to develop ‘best practice’, practitioners need to adapt interventions to the unique needs of the individual child, work in partnership with parents and other professionals, create enabling environments and be informed by a developmental approach to learning. Practitioners need to have knowledge of the autism spectrum and how it impacts on the child. Careful assessment of the individual child is also crucial. Finally, it is important to ensure that these young children receive direct teaching in communication and language, social understanding and skills, as well as learning with and through peers.     

The assessment needs of families with children who are deaf and hard of hearing referred for an autism spectrum disorder evaluation

With the increasing prevalence of autism spectrum disorder (ASD), clinicians and schools are receiving a larger number of assessment referrals for eligibility or diagnostic clarification of ASD in children who are deaf and hard of hearing (D/HH). Meeting this increasing demand is often difficult given not all assessment professionals seek specialized ASD training and even fewer have experience working with D/HH children. Therefore, families are disadvantaged because of the lack of assessment professionals who specialize in both these areas. School psychologists without such experience are at-risk for misinterpreting or missing key diagnostic information. This study explored the assessment experiences of four families of D/HH children who have ASD. Hearing parents’ and D/HH parents’ perspectives were gathered to explore the family needs. An open-ended survey asked parents to recall the assessment techniques utilized during the process and relate how their child's language skills were accounted for by the clinician. Parent responses revealed interpreters were utilized for various reasons unique to each family. Families expressed difficulty finding ASD specialists who had experience working with D/HH children. This study highlights the importance of selecting a trained interpreter and emphasizes the need of more professionals who have experience assessing ASD in D/HH children.     

Development of children with autism spectrum disorders in special needs education schools in the Netherlands: a three-year follow-up study

The purpose of the study was to investigate the development of symptomatology and academic growth of children with autism spectrum disorders (ASD) attending a special needs education school in the Netherlands as well as to explore the relationship between academic achievement and symptom reduction of those children. To this end a three-year follow up study was conducted by using multiple informants. The group of children with autism was compared with a group of children having other diagnoses but attending the same school. Results showed that teachers’ and parents’ perceptions about children’s symptomatology development differed significantly. Even though teachers reported a significant symptom reduction of ASD symptoms after two years of school attendance the parents of the same children did not. Furthermore, it was found that both groups of children had gains in different aspects of school-based cognitive skills; however, no association was found between symptom reduction and academic growth of the children. Implications of the study are discussed.     

An evaluation of a group CBT programme for children with a diagnosis of autism spectrum disorder in a school age disability service

Research has shown that rates of clinical anxiety levels are higher among young people with an ASD than their typically developing peers. This study conducted an exploratory investigation into the impact of a specifically tailored CBT group programme on anxiety levels in young people with ASD. The 12 week CBT programme was delivered to 12 children with a diagnosis of ASD in a children’s disability team in Ireland. An embedded mixed methods design was utilised and inferences were drawn by collecting and analysing quantitative and qualitative data separately. Findings indicate CBT can be delivered successfully to a group of children with ASD. As is the nature of an embedded design, quantitative findings are reported as supportive evidence for the qualitative findings of this study. The positive preliminary findings suggest a rigorous, large scale evaluation is needed to determine the overall effectiveness of the programme with this population.