Autism and education in mainstream school settings (article 1). Behavioral intervention for children with autism in mainstream school setting ( article 2)

Author(s)

Publication date

2013

Series/Report no

MALKS;2013

Publisher

Høgskolen i Oslo og Akershus

Document type

Description

Master i læring i komplekse systemer

Abstract

Traditionally most children with autism have attended special schools. In many countries this changed in the 1990s. Many children with autism where instead enrolled in their local mainstream school, with varying degree of help. Depending on the number of children attending a specific school, their education is often organized in smaller groups in separate classroom, either part of the day or the whole day. There is however, very little research based knowledge on how to organize and provide education for children with autism in the mainstream educational setting. There seems to be an argument that it needs to be highly individualized, but how exactly should the day be organized? How much one-to-one teaching should be provided? How much should be done in smaller groups and should the group consist of other children with autism or special needs or more typical children? In addition there is much debate over which teaching method to use. There are many research studies that have shown the effect of early intensive behavioral interventions for children with autism, but can a similar model be implemented in a mainstream school setting

Keywords

Permanent URL (for citation purposes)

  • http://hdl.handle.net/10642/1436