Supporting Students on the Autism Spectrum in Inclusive Schools

A Practical Guide to Implementing Evidence-Based Approaches

Suzanne Carrington, Beth Saggers, Keely Harper-Hill, Michael Whelan

• Publisher: Routledge
• Year: 2021
• ISBN:
  9781000377415
• Edition: 1
• Topic: Education
• Subtopic: Education General

Inclusive education has grown as an international movement to not only support students with disabilities but also promote equitable access, participation, and success for all students. This book will transform the capacity of teachers and specialists working with students and families to effectively support an inclusive approach to education for students on the autism spectrum.

This book addresses the urgent need to identify inclusive educational environments and strategies for students on the autism spectrum so that they have the best chance of social, behavioural, and academic success at school. Teachers who include students on the autism spectrum in primary and secondary classrooms require greater knowledge of how they can best support the learning, social, and behavioural needs of their students. Without such knowledge, the consequences can include unsatisfactory learning experiences for all students, and interrupted schooling for the student on the autism spectrum through reduced attendance and retention, lower academic performance, exclusion, disengagement, and pressure on parents to make alternative arrangements for their child's education.

Inclusive education is socially, emotionally, and academically beneficial for all students and positively impacts on respectful attitudes to difference. This book presents innovative, evidence-based practices that will build the capacity of teachers and specialists implementing an inclusive and contextually relevant approach to education that will support students on the autism spectrum and meet the diverse needs of all students in their classrooms.

Part 1
Introduction

We Learn in Different Ways (by Alarah Gwyn, aged 8 years)

‘Alarah’s painting is of an autistic brain in the centre with the message “we learn in different ways”. The painting is divided into segments highlighting her interpretation of what the strengths of autism are.’

1
Moving from a special education model to an inclusive education model

Implications for supporting students on the autism spectrum in inclusive settings – An evidence-based approach

Beth Saggers and Suzanne Carrington

The research-supported practices reported on in this book aim to assist educators to have the confidence, knowledge, skills, and partnerships to support all learners in an inclusive environment. The practices also provide a focus on supporting collaboration between specialists and teachers to enable sharing of knowledge and expertise that promotes inclusion and equity in education. To inform practice, a transformational research approach has been taken in this book. It is built on deep reflective practices and a commitment to collaborate with educators in schools to work out how to enact inclusive changes and improve inclusive education for all students. We avoid the use of terms such as ‘special education needs’ as this perpetuates a ‘special’ approach. We argue through the chapters in this book that an inclusive approach is good for all. Our work is intended to support educators to design learning environments and programs that are accessible for all students and guide them to set learning goals and plan curriculum, assessment, teaching strategies, and resources to be responsive and supportive of diverse learners in inclusive ways but also support individual needs when necessary. It also highlights the importance of collaborative partnerships with specialised staff, families, and students to ensure appropriate support and inclusive practices are implemented. This chapter will focus on developing a deep understanding of the difference between special education and inclusive education and will present research-informed strategies to support education systems and schools to move to inclusive culture, policy, and practice.

In many countries throughout the world, education systems are trying to move from a special education model to a more inclusive model of practice to support students with a disability in education. This commitment is supported by the signing of international declarations such as the UN Convention on the Rights of Persons with Disabilities (CRPD) by countries around the world (UNESCO, 2017; United Nations, 2006). It is clear, however, that many people in education organisations do not understand the difference between special education and inclusive education, and do not have the knowledge and practical skills to support this change and develop inclusive culture, policy, and practice in schools.

… education systems are trying to move from a special education model to a more inclusive model of practice to support students with a disability in education.

Inclusive education

An inclusive approach to education is a universal human right and focuses on all children learning and socialising together at the local school. An inclusive approach acknowledges our shared humanity and respects the diversities that exist in ability, culture, gender, language, class, and ethnicity (Carrington et al., 2012; UNESCO, 2017). In 2006, the UN Convention on the Rights of Persons with Disabilities (United Nations, 2006) was published and ratified by over 180 countries. Article 24, General Comment 4, which followed in 2016, established the authoritative definition of what inclusion is and what it is not:

Inclusion involves a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education to overcome barriers with a vision serving to provide all students of the relevant age range with an equitable and participatory learning experience and environment that best corresponds to their requirements and preferences. Placing students with disabilities within mainstream classes without accompanying structural changes to, for example, organisation, curriculum and teaching and learning strategies, does not constitute inclusion. Furthermore, integration does not automatically guarantee the transition from segregation to inclusion.

(United Nations, 2016, p. 4)

Inclusive education is also a goal in the 2030 Agenda for Sustainable Development and the Sustainable Development Goals (SDGs).¹ The 2030 Agenda for ...

Table of contents

• Cover
• Half Title
• Cover Art
• Title Page
• Copyright Page
• Dedication
• Table of Contents
• Figures and tables
• Foreword
• Acknowledgements
• Contributors
• Part 1: Introduction
• Part 2: Inclusion and school connectedness: A whole-school approach
• Part 3: Enhancing teaching and the learning experience in the classroom: Impact on educational practice for students on the autism spectrum
• Part 4: Transition to life after school
• Part 5: Conclusion
• Index