The State of Inclusion of Children with Autism Spectrum Disorder in United States Public Schools
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/10070 |
Resumo: | Legislation in the United States mandates that all children with disabilities (including those with autism spectrum disorder) have access to the general education curriculum in the least restrictive environment. Although a number of benefits associated with including children with autism spectrum disorder (ASD) in settings with their typically developing peers have been documented in the literature, skepticism remains regarding the ability of general education teachers to fully address the myriad of challenges experienced by children with ASD in these settings. This paper examines the current state of inclusion in United States Public Schools, reviews the research documenting the outcomes of the inclusion for learners with ASD, and explores arguments both supporting and questioning the role of inclusion when educating children with ASD. This paper also reviews research findings from programs that emphasize inclusion, and the educational methods that support the successful inclusion of children with ASD in general education settings. |
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The State of Inclusion of Children with Autism Spectrum Disorder in United States Public SchoolsA inclusão de crianças com Transtornos do Espectro do Autismo nas escolas públicas dos Estados UnidosAutism spectrum disorderInclusionPublic school inclusionEducational practicesTranstorno do espectro do autismoInclusãoInclusão em escolas públicasPráticas Educativas.Legislation in the United States mandates that all children with disabilities (including those with autism spectrum disorder) have access to the general education curriculum in the least restrictive environment. Although a number of benefits associated with including children with autism spectrum disorder (ASD) in settings with their typically developing peers have been documented in the literature, skepticism remains regarding the ability of general education teachers to fully address the myriad of challenges experienced by children with ASD in these settings. This paper examines the current state of inclusion in United States Public Schools, reviews the research documenting the outcomes of the inclusion for learners with ASD, and explores arguments both supporting and questioning the role of inclusion when educating children with ASD. This paper also reviews research findings from programs that emphasize inclusion, and the educational methods that support the successful inclusion of children with ASD in general education settings.http://dx.doi.org/10.5902/1984686X10070A legislação norteamericana determina que todas as crianças com deficiência, (incluindo aquelas com transtornos do espectro do autismo) tenham acesso ao currículo da escola comum em contextos menos restritivos possíveis. Embora a literatura documente os benefícios associados à inclusão de crianças com transtorno do espectro do autismo (TEA) em ambientes com os seus pares com desenvolvimento típico, persistem dúvidas sobre a capacidade dos professores da educação regular em atender os múltiplos desafios vivenciados por essas crianças nesses ambientes. Este artigo examina o estado atual da inclusão de educandos com autismo nas escolas públicas dos Estados Unidos, analisa os resultados de pesquisas que versam sobre essa temática e apresenta argumentos favoráveis e questionamentos sobre o papel da inclusão de crianças com TEA. Este trabalho também analisa os resultados de programas que enfatizam a educação inclusiva e os métodos de ensino empregados que favorecem a inclusão, com sucesso, de crianças com TEA na escola regular.Universidade Federal de Santa Maria2013-11-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/1007010.5902/1984686X10070Special Education Magazine; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 523-540Revista de Educación Especial; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 523-540Revista Educação Especial; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 523-5401984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/10070/pdfWhalon, KellyHanline, Mary Francesinfo:eu-repo/semantics/openAccess2015-06-02T17:13:29Zoai:ojs.pkp.sfu.ca:article/10070Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2015-06-02T17:13:29Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
The State of Inclusion of Children with Autism Spectrum Disorder in United States Public Schools A inclusão de crianças com Transtornos do Espectro do Autismo nas escolas públicas dos Estados Unidos |
title |
The State of Inclusion of Children with Autism Spectrum Disorder in United States Public Schools |
spellingShingle |
The State of Inclusion of Children with Autism Spectrum Disorder in United States Public Schools Whalon, Kelly Autism spectrum disorder Inclusion Public school inclusion Educational practices Transtorno do espectro do autismo Inclusão Inclusão em escolas públicas Práticas Educativas. |
title_short |
The State of Inclusion of Children with Autism Spectrum Disorder in United States Public Schools |
title_full |
The State of Inclusion of Children with Autism Spectrum Disorder in United States Public Schools |
title_fullStr |
The State of Inclusion of Children with Autism Spectrum Disorder in United States Public Schools |
title_full_unstemmed |
The State of Inclusion of Children with Autism Spectrum Disorder in United States Public Schools |
title_sort |
The State of Inclusion of Children with Autism Spectrum Disorder in United States Public Schools |
author |
Whalon, Kelly |
author_facet |
Whalon, Kelly Hanline, Mary Frances |
author_role |
author |
author2 |
Hanline, Mary Frances |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Whalon, Kelly Hanline, Mary Frances |
dc.subject.por.fl_str_mv |
Autism spectrum disorder Inclusion Public school inclusion Educational practices Transtorno do espectro do autismo Inclusão Inclusão em escolas públicas Práticas Educativas. |
topic |
Autism spectrum disorder Inclusion Public school inclusion Educational practices Transtorno do espectro do autismo Inclusão Inclusão em escolas públicas Práticas Educativas. |
description |
Legislation in the United States mandates that all children with disabilities (including those with autism spectrum disorder) have access to the general education curriculum in the least restrictive environment. Although a number of benefits associated with including children with autism spectrum disorder (ASD) in settings with their typically developing peers have been documented in the literature, skepticism remains regarding the ability of general education teachers to fully address the myriad of challenges experienced by children with ASD in these settings. This paper examines the current state of inclusion in United States Public Schools, reviews the research documenting the outcomes of the inclusion for learners with ASD, and explores arguments both supporting and questioning the role of inclusion when educating children with ASD. This paper also reviews research findings from programs that emphasize inclusion, and the educational methods that support the successful inclusion of children with ASD in general education settings. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-11-06 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/10070 10.5902/1984686X10070 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/10070 |
identifier_str_mv |
10.5902/1984686X10070 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/10070/pdf |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 523-540 Revista de Educación Especial; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 523-540 Revista Educação Especial; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 523-540 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1799944200001683456 |