Strategies for the improvement of social skills in students with autism spectrum disorder: Intensive support for inclusive education
Ključne reči:
socijalne veštine, poremećaj iz spektra autizma, inkluzivno obrazovanje, nastavne strategije, nastavnici koji pružaju podršku
Sažetak
Uvod: Učenici sa poremećajem iz spektra autizma (PSA) obično imaju slabije razvijene socijalne veštine, što im otežava da postanu samostalni u odraslom dobu. Iz tog razloga neophodno je da razvoj socijalnih veština bude jedan od glavnih ciljeva u inkluzivnim školama, omogućavajući deci sa PSA da imaju koristi i od obrazovanja i od interakcije sa svojim vršnjacima bez PSA. Cilj: Stoga, cilj studije je da analizira strategije korišćene u inkluzivnim kontekstima za promociju razvoja socijalnih veština kod učenika sa PSA. Metod: U studiji učestvuje dvadeset učenika sa PSA uzrasta od šest do 11 godina. Direktno posmatranje i intervjui sa njihovim nastavnicima omogućili su analizu nastavnih strategija koje unapređuju socijalne veštine učenika sa PSA u redovnim školama. Rezultati: Socijalnu interakciju najčešće iniciraju nastavnici i vršnjaci, a kada dete sa PSA započne interakciju, ona je pretežno usmerena ka nastavniku koji pruža dodatnu podršku. Pored toga, socijalna interakcija je pod velikim uticajem aktivnosti u učionici i nastavnika koji pruža dodatnu podršku. Zaključak: Razvoj socijalnih veština kod učenika sa PSA zavisi od stepena strukturiranosti prostora i aktivnosti u kojima učestvuju učenici sa PSA, uloge nastavnika i vrste kurikularnih aktivnosti.
Reference
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Rabiner, D., Godwin, J., y Kenneth, A. (2016). Predicting academic achievement and attainment: The contribution of early academic skills, attention difficulties, and social competence. School Psychology Review, 45(2), 250–267
Reed, P. (2016). Interventions for Autism: Evidence for Educational and Clinical Practice. Wiley-Blackwell
Rodríguez-Medina, J., Martín-Antón, L. J., Carbonero, M. A., y Ovejero, A. (2016). Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study. Frontiers in psychology, 7, 1986. https://doi.org/10.3389/fpsyg.2016.01986
Rutter, M., Bailey, A., y Lord, C. (2019). SCQ. Cuestionario de Comunicación Social (J. Pereña y P. Santamaría, adaptadores). TEA Ediciones.
Sánchez-Casado, S.; Martín-Pastor, E. y Calvo-Alvarez, I. (2021). Autodeterminación en el ámbito educativo en adolescentes con trastorno del espectro autista. Siglo Cero, 52(2), 101-122.
United Nations (UN) (2006). Convención sobre los Derechos de las Personas con Discapacidad. https://www.un.org/esa/socdev/enable/documents/tccconvs.pdf
Wechsler, D. (2005). WISC-IV: Escala de inteligencia de Wechsler para niños. TEA Ediciones.
Arnaiz, P. (2019). La educación inclusiva: mejora escolar y retos para el siglo XXI. Participa-ción Educativa. Revista del Consejo Escolar del Estado, 6(9), 41-51
Atkinson-Jones, K., y Hewitt, O. (2019). Do group interventions help people with autism spectrum disorder to develop better relationships with others? A critical review of the literature. British Journal of Learning Disabilities, 47(2), 77–90. https://doi.org/10.1111/bld.12258.
Bejarano-Martín, A.; Canal-Bedia, R. et al. (2020). Early Detection, Diagnosis and Intervention Services for Young Children with Autism Spectrum Disorder in the European Union (ASDEU): Family and Professional Perspectives. Journal of Autism and Developmental Disorders, 50(11), 3380-3394.
Bisquerra, R. (2014). Metodología de la investigación educativa. La Muralla.
Conn, C. (2019). Autism, Pedagogy and Education: Critical Issues for Value-based Teaching. Palgrave Macmillan.
De la Iglesia, M., y Olivar, J. (2008). Intervenciones socio-comunicativas en los trastornos del espectro autista de alto funcionamiento. Revista de Psicopatología y Psicología Clínica, 13(1), 1-19. https://doi.org/10.5944/rppc.vol.13.num.1.2008.4046
Echeita, G., Simon, C., Sandoval, M., y Monarca, H., (2013). Cómo fomentar las redes naturales de apoyo en el marco de una escuela inclusiva: propuestas prácticas. MAD
Farrell, P., Alborz, A., Howes, A., y Pearson, D. (2010). The impact of teaching assistants on improving pupils’academic achievement in mainstream schools: a review of the literature. Educational Review, 62(4), 435-448. https://doi.org/10.1080/00131911.2010.486476
Fuller, E. A., y Kaiser, A. P. (2020). The Effects of Early Intervention on Social Communication Outcomes for Children with Autism Spectrum Disorder: A Meta-analysis. Journal of Autism and Developmental Disorders, 50(5), 1683–1700. https://doi.org/10.1007/s10803-019-03927-z
Generalitat de Catalunya (2017). Decret 150/2017, de 17 d'octubre, de l'atenció educativa a l'alumnat en el marc d'un sistema educatiu inclusiu. Diari Oficial de la Generalitat de Catalunya. http://portaldogc.gencat.cat/utilsEADOP/PDF/7477/1639866.pdf
Gibbs, G. (2012). El análisis de datos cualitativos en investigación cualitativa. Morata.
Humphrey, N., y Symes, W. (2013). Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: Teacher attitudes, experience and knowledge. International Journal of Inclusive Education, 17(1), 32-46. https://doi.org/10.1080/1360 3116.2011.580462
Jones, D. E., Greenberg, M., y Crowley, M. (2015). Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness. American Journal of Public Health, 105(11), 2283-2290. https://doi.org/10.2105/AJPH.2015.302630
Jordan, R. (2008). Autistic spectrum disorders: A challenge and a model for inclusion in education. British Journal of Special Education, 35, 11-15. https://doi.org/10.1111/j.1467-8578.2008.00364.x
Le Couteur, A., Lord, C., y Rutter, M. (2006). ADI-R: Entrevista para el Diagnóstico del Autismo – Revisada. TEA Ediciones.
Lincoln, Y. S., Lynham, S. A. & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and emerging confluences, revisited. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (pp. 97-128). Sage.
Lynch, S., y Irvine, A. (2009). Inclusive education and best practice for children with autism spectrum disorder: An integrated approach. International Journal of Inclusive Education, 13(8), 845–869.
Maich, K., y Belcher, E.C. (2012). Using picture books to create peer awareness about autism spectrum disorders in the inclusive classroom. Intervention in School and Clinic, 47(4), 2006–2013.
Mesibov, G. y Howley, M. (2010). El acceso al Currículo para alumnos con Trastornos del Espectro del Autismo: Uso del Programa TEACCH para favorecer la inclusión. Autismo Ávila
Morton, J., y Campbell, J. (2008). Information source affects peers’ initial attitudes toward autism. Research in Developmental Disabilities, 29, 189–201.
Øien, R., y Eisemann, M. R. (2015). Brief report: Parent-reported problems related to communication, behavior and interests in children with autistic disorder and their impact on quality of life. Journal of Autism and Developmental Disorders, 46(1), 328-331. https://doi.org/10.1007/s10803-015-2577-4
Paula, I. (2015). La ansiedad en el autismo. Comprenderla y tratarla. Alianza editorial.
Puigdellívol, I., Petreñas, C., Siles, B., y Jardí, A. (2019). Estrategias de apoyo en la escuela inclusiva. Una visión interactiva y comunitaria. Graó.
Rabiner, D., Godwin, J., y Kenneth, A. (2016). Predicting academic achievement and attainment: The contribution of early academic skills, attention difficulties, and social competence. School Psychology Review, 45(2), 250–267
Reed, P. (2016). Interventions for Autism: Evidence for Educational and Clinical Practice. Wiley-Blackwell
Rodríguez-Medina, J., Martín-Antón, L. J., Carbonero, M. A., y Ovejero, A. (2016). Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study. Frontiers in psychology, 7, 1986. https://doi.org/10.3389/fpsyg.2016.01986
Rutter, M., Bailey, A., y Lord, C. (2019). SCQ. Cuestionario de Comunicación Social (J. Pereña y P. Santamaría, adaptadores). TEA Ediciones.
Sánchez-Casado, S.; Martín-Pastor, E. y Calvo-Alvarez, I. (2021). Autodeterminación en el ámbito educativo en adolescentes con trastorno del espectro autista. Siglo Cero, 52(2), 101-122.
United Nations (UN) (2006). Convención sobre los Derechos de las Personas con Discapacidad. https://www.un.org/esa/socdev/enable/documents/tccconvs.pdf
Wechsler, D. (2005). WISC-IV: Escala de inteligencia de Wechsler para niños. TEA Ediciones.
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2024/11/26
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