THE INTEGRATIVE ASPECT OF STUDENTS’ INCLUSION IN THE AUTISTIC SPECTRUM ON THE EXAMPLE OF GREEK SCHOOLS

  • Spyridoula Mizythra Ternopil Volodymyr Hnatiuk National Pedagogical University
  • M. O. Sokol Ternopil Volodymyr Hnatiuk National Pedagogical University
Keywords: inclusion, autistic spectrum, pedagogy, special needs

Abstract

The inclusion of people with autism is a contentious issue and a challenge for all teachers and community of special education at the international and local level. Although the disability movement has a history of four decades, legislation on the inclusion of people with autism began only a decade ago in some countries and the number of these children in public schools is steadily rising. The integrative aspect of students’ inclusion in the autistic spectrum on the example of Greek schools has been outlined in the article. It has been shown that the inclusion of children with autism remains a matter of controversy. The main conditions for the success of children’s integration into the autism spectrum has been analyzed in the given research. The success of a program for students' inclusion in the autism spectrum is closely linked to the application of specific criteria, which refer to the knowledge and attitudes of all teachers, the preparation of children in general schools and children with autism, communication between teachers, close school-family communication, appropriate teaching adaptations and continuous evaluation of integration practices. In the field of the autistic spectrum, it has been generally accepted that integration, despite its inherent advantages, is not suitable for all students with autism. It has been noted that an important part of teaching in this area should be about the child's ability to begin contact with other children on his own initiative and his ability to respond to the efforts of peers. Successful educational interventions for the development of social skills in children with autism are numerous and cover the full range of autism. A scientific study has been found that implementing a behavioraltype integration program for a child with preschool autism increased communication initiative, responding to other people’s communication initiatives, and building a girl’s constructive participation through the use of prompting, positive reinforcement, and individual lesson in another place. In addition, educating a student with Asperger’s Syndrome in self-management facilitated the learning of academic and social skills and the reduction of behavioral problems in the general school classroom.

References

1. Avramidis Ε., Bayliss P., Burden R. (2000) A survey into mainstream teachers’ attitudes towards the inclusion of children with special ed. needs in the ordinary school in one local education authority. Educational Psychology. Athens: Star Co, pp. 191‒211.
2. Brown L., Wilcox B. (2004) Toward the realization of the least restrictive environments for severely handicapped students. Research and Practice for Persons with Severe Disabilities. Boston: Publishing House, pp. 2‒8.
3. Burack J.A., Root R., Zigler E. (1997) Inclusive education for students with autism: Reviewing ideological, empirical, and community considerations. Handbook of autism and pervasive new developmental disorders (2nd ed.). New York: Wiley, pp. 796‒807.
4. Gena A., Kymissis E. (2001) Assessing and setting goals for the attending and communicative behaviour of three preschoolers with autism in inclusive kindergarten settings. Journal of Developmental and Physical Disabilities. Pp. 11‒26. URL: https://academic-accelerator.com/Impact-Factor-IF/Journal-of-Developmental-and-Physical-Disabilities
5. Zoniou-Sideri A., Vlachou A. (2006) Greek teachers’ belief systems about disability and inclusive education. Intern. The International Journal of Inclusive Education. UK: Taylor and Francis, pp. 379‒394.
6. Idol L. (2006) Toward inclusion of special education students in general education. Remedial and Special Education. Kansas: SAGE, pp. 77‒94.
7. Jordan R. (2005) Managing autism and Asperger in current educational system. Pediatric Rehabilitation. Athens: PTU, pp. 104‒112.
8. Kasari C., Freeman S.F.N., Bauminger N., Alkin M.C. (1999) Parental perspectives on inclusion: Effects of autism and Down syndrome. Journal of Autism and Developmental Disorders. Berlin: Springer Science and media, pp. 297‒305.
9. Kranz P.J. (2000) Commentary: Interventions to facilitate socialization. Journal of Autism and Developmental Disorders. Berlin: Springer Science and media, pp. 411‒413.
10. McGregor E., & Campbell E. (2001). The attitudes of teachers in Scotland to the integration of children with autism into mainstream schools. Scotland: Press TA, pp. 189‒207.
11. Mesibov G.B., Shea V. (1996) Full inclusion and students with autism. Journal of Autism and Developmental Disorders. Berlin: Springer Science and media, pp. 337‒346.
12. Nowicki Ε.Α., Sandieson Ρ. (2002) A meta-analysis of school-age children’s attitudes towards persons with phys. or intellectual disabilities. Warsaw: CooLTd, pp. 243‒265.
13. Odom S.L., Diamond K.E. (1998) Inclusion of young children with special needs in early childhood education: The research base. Early Childhood Research Quarterly. New York: Social publishing house, pp. 3‒25.
14. Panteliadou S., Lambropoulou V. (2000). Adolescents and young people: Attitudes towards students with special needs and their school integration. London: New Education, pp. 120‒133.
15. Robertson K., Chamberlain B., Kasari C. (2003) General education teachers’ relationships with included students with autism. Journal of Autism and Developmental Disorders. Berlin: Springer Science and media, pp. 123‒130.
16. Shevlin, M., O’Moore A.M. (2000) Fostering positive attitudes: reactions of mainstream pupils to contact with their counterparts who have severe/profound intellectual disabilities. European Journal of Special Needs Education, pp. 206‒217. URL: https://www.tandfonline.com/toc/rejs20/current
17. Simpson R.L., de Boer-Ott S., Myles B.S. (2003) Inclusion of learners with autism spectrum disorders in general education settings. Topics in Language Disorders. Harward: Meta Press, pp. 116‒133.
18. Stainback S., Stainback W. (1992). Schools as inclusive communities. In Controversial issues confronting special education. Boston: Allyn, Bacon, pp. 29‒43.
Published
2020-10-21
How to Cite
Mizythra, S., & Sokol, M. O. (2020). THE INTEGRATIVE ASPECT OF STUDENTS’ INCLUSION IN THE AUTISTIC SPECTRUM ON THE EXAMPLE OF GREEK SCHOOLS. Bulletin of Zaporizhzhia National University. Pedagogical Sciences, (1), 253-259. Retrieved from http://journalsofznu.zp.ua/index.php/pedagogics/article/view/1470