Research summaries for autism therapy: inclusion

definition of inclusion: Inclusion with respect to autism and other disabilities means allowing complete accommodation by the rest of society. This includes physical accessibility as well as social and emotional mainstreaming.
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Techniques and Recommendations for the Inclusion of Users with Autism in the Design of Assistive Technologies, Summarized Nov 17, 2009

As much as 30% of new technologies are dropped because people with autism do not use them. A panel of 7 psychologists, who work with people with autism, recommended some ways to include them in the process of designing new technologies for them. First, the abilities, behaviors, and motivators (what motivates them) should be evaluated.... Read more...

Making Inclusion Work: Autism Spectrum Australia’s Satellite Class Project, Summarized Nov 11, 2009

A school program in Australia features specialized classes for children with autism within general education schools.

The Autism Spectrum Australia Satellite Class Project provides “small specialist classes” for children with autism. The goal of the program is inclusion of children with autism in general education classrooms. These satellite classes help children with autism transition into general education classes. They provide behavioral therapy for the children. The classes also teach children social and communication skills. The article describes the importance of the individualized education plan (IEP) that tailors the transition plan to the needs of the individual. The program has been successful, and students stay in the general education program long-term.

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A National Sample of Preschoolers with Autism Spectrum Disorders: Special Education Services and Parent Satisfaction, Summarized Nov 25, 2008

Parents may feel some conflict as to whether their child with autism should spend more time getting special services or more time being included in a regular classroom.

This study was designed to describe the special education and other services received by children with autism and then to get parent thoughts on those services. This article includes data from the Pre-Elementary Education Longitudinal Study (PEELS), which is a national study. While the study was designed to measure services for children with all disabilities, this paper had only the data for children with autism (186 preschoolers). Children with autism received about two more types of services than children with other disabilities. Parents of children with autism were also more likely to want the extra services. Read more...

Principals’ Attitudes Regarding Inclusion of Children with Autism in Pennsylvania Public Schools, Summarized Nov 24, 2008

School principals who believe that children with autism can be included in a regular classroom are more likely to include them in a regular classroom.

This study was designed to measure how school principals feel about inclusion of students with autism in the classroom. Principals with the most experience were the least likely to support inclusion. Principals who had personal experience with autism were no more likely to support inclusion. Principals with formal training in special education were more likely to support inclusion. The authors suggest that principals need to have more knowledge of autism and the role of inclusion in the lives of children with autism. Read more...

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