Responsive pedagogy for students with Autism spectrum disorder in general education classrooms
Year: 2015
Type: other
Abstract: This study explored teachers’ inclusive practices and support sources when teaching students with Autism spectrum disorder (ASD) in the general education classroom. Qualitative methods of data gathering were employed in the form of participant interviews. Each participant was interviewed once for forty minutes. The findings are presented in two individual case studies and a cross-case analysis that is situated within the literature on ASD. The predominant themes that arose were support for teachers in the professional community; responsive pedagogy of teachers in general education classrooms; building an inclusive learning environment and teachers’ views on professional development. The findings reveal the common practices the participants’ used in planning and supporting students with ASD in their general education classrooms such as individualized supports and services for students, structured learning environments, and a functional approach to problematic behaviour. They also reveal teachers’ perceptions of the benefits of inclusion for students with ASD, their classmates and the teacher.
Source: TSpace (University of Toronto)
Author: Melanie Chang
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2535648037