Doskonalenie nauczycieli w zakresie zaburzeń ze spektrum autyzmu: przegląd literatury
DOI:
https://doi.org/10.24917/20845596.12.9Słowa kluczowe:
zaburzenia ze spektrum autyzmu, edukacja, szkolenie nauczycieliAbstrakt
Niniejszy artykuł stanowi przegląd literatury dotyczącej doskonalącego kształcenia nauczycieli w zakresie zaburzeń ze spektrum autyzmu (ASD). Przeprowadzono krytyczną analizę treści artykułów na powyższy temat opublikowanych w języku angielskim w ciągu ostatnich 20 lat. Analiza została przygotowana w ramach wstępnego etapu działań podjętych w celu opracowania programu szkoleniowego dla nauczycieli w Chorwacji, Polsce i Macedonii Północnej. W rezultacie przeprowadzonej analizy stwierdzono, że dostępne materiały można podzielić na trzy grupy: literaturę opartą na prawach przysługujących beneficjentom z zaburzeniami ze spektrum autyzmu (ASD), literaturę opartą na zdiagnozowanych u nich potrzebach oraz literaturę dotyczącą konkretnych podejść terapeutyczno-edukacyjnych. W artykule omówione zostały kluczowe tematy dotyczące autyzmu prezentowane w cytowanej literaturze. Na podstawie przeprowadzonej analizy można wysnuć wniosek, że chociaż na poziomie legislacyjnym promowane jest włączenie uczniów z ASD do szkół rejonowych, nauczyciele uważają się za nieprzygotowanych i niemających wystarczających kompetencji do nauczania uczniów z ASD. W związku z powyższym istnieje pilna potrzeba przygotowania nauczycieli do pracy z uczniem z ASD oraz wyposażenia ich w strategie i umiejętności w celu zaspokojenia potrzeb uczniów w szkole inkluzywnej.Bibliografia
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London: National Autistic Society.
Baird, G., Simonoff, E., Pickles, A., Chandler, S., Loucas, T., Meldrum, D., Charman, T.
(2006). Prevalence of disorders of the autistic spectrum in a population cohort of
children in South Thames: The Special Needs and Autism Project (SNAP). Lancet,
368, 210-215.
Bennett, T. (2013). Teacher proof: Why research in education doesn’t always mean what it
claims, and what you can do about it. London: Routledge.
Bond, C., Symes, W., Hebron, J., Humphrey, N., Morewood, G., Woods, K. (2016). Educational
interventions for children with ASD: A systematic literature review 2008-
2013. School Psychology International, 37(3), 303-320.
Bukvić, Z. (2014). Teachers’ competency for inclusive education. European Journal of Social
and Behavioural Sciences, 11(4), 1585-1590.
Busby, R., Ingram, R., Bowron, R., Oliver, J., Lyons, B. (2012). Teaching elementary children
with autism: Addressing teacher challenges and preparation needs. The Rural
Educator, 33(2), 27-35.
Cepanec, M., Šimleša, S., Stošić, J. (2015). Rana dijagnostika poremećaja iz autističnog
spektra-Teorija, istraživanja i praksa. Klinička psihologija, 8(2), 203-224.
Charman, T., Dockrell, J., Peacey, N., Peacey, L., Forward, K., Pellicano, L. (2011). What is
good practice in autism education? London: Autism Education Trust.
Chen, Y.H., Rodgers, J., McConachie, H. (2009). Restricted and repetitive behaviours, sensory
processing and cognitive style in children with Autism Spectrum Disorders.
Journal of Autism and Developmental Disorders, 39(4), 635-642.
Coman, D., Alessandri, M., Gutierrez, A., Novotny, S., Boyd, B., Hume, K., Sperry, L.
Odom, S. (2013). Commitment to classroom model philosophy and burnout symptoms
among high fidelity teachers implementing preschool programs for children
with autism spectrum disorders. Journal of Autism and Developmental Disorders,
43(2), 345-360.
Croom, S., Romano, P., Giannakis, M. (2000) Supply chain management: An analytical
framework for critical literature review. European Journal of Purchasing and Supply
Management, 6(1), 67-83.
Dawson, M., Mottron, L., Gernsbacher, M.A. (2008). In: J. Byrne (Ed.), Learning and Memory:
A comprehensive reference (pp. 759-772). Oxford: Elsevier.
Downs, A., Downs, R.C. (2013). Training new instructors to implement discrete trial
teaching strategies with children with autism in a community-based intervention
program. Focus on Autism and Other Developmental Disabilities, 28(4), 212-221.
Dunlop, A.-W., Tait, C., Leask, A., Glashan, L., Robinson, A., Marwick, H.M. (2010). The
Autism Toolbox: An Autism Resource for Scottish Schools. Edinburgh: Scottish Government.
Emam, M.M., Farrell, P. (2009). Tensions experienced by teachers and their views of support
for pupils with autism spectrum disorders in mainstream schools. European
Journal of Special Needs Education, 24(4), 407-422.
Falkmer, M., Anderson, K., Joosten, A., Falkmer, T. (2015). Parents’ perspectives on inclusive
schools for children with autism spectrum conditions. International Journal of
Disability, Development and Education, 62(1), 1-23.
Finke, E.H., McNaughton, D.B., Drager, K.D.R. (2009). “All children can and should have
the opportunity to learn”: General education teachers’ perspectives on including
children with autism spectrum disorder who require AAC. Augmentative and Alternative
Communication, 25(2), 110-122.
Fortuna, R., Ince, S. (2013). Curriculum access. In: D. Preece, M. Howley (Eds.), Supporting
pupils on the Autism Spectrum: Whole-school training materials and resources for
SENCOs (pp. 95-111). London: Optimus Education.
Guldberg, K., Achtypi, A., Angelidi, E., Baker, L., Bradley, R., Colombo, M., Critchley, S.-J.,
Cumino, R., D’Alonzo, L., Folci, I., Giouroukou, E., Hadjipateras-Giannoulis, K., Huggett,
S., Kerem, M., Kokounaras-Liagkis, M., Kossyvaki, A, Laskaridou, K., Milton, D.,
Molteni, P., Sala, R., Simpson, P., Sofianopolou, K., Wood, R., Zanfroni, E. (2017).
Transform Autism Education: Final Report. Birmingham: University of Birmingham.
Helps, S., Newsom-Davis, I.C., Callias, M. (1999). Autism: The teacher’s view. Autism,
3(3), 287-298.
Howley, M., Preece, D. (Eds.). (2013). Supporting Pupils on the Autism Spectrum: Wholeschool
Training Materials and Resources for SENCOs. London: Optimus Press.
Humphrey, N., Symes, W. (2013). Inclusive education for pupils with autistic spectrum
disorders in secondary mainstream schools: teacher attitudes, experience and
knowledge. International Journal of Inclusive Education, 17(1), 32-46.
Iovannone, R., Dunlap, G., Huber, H., Kinkaid, D. (2003). Effective educational practices
for students with autism spectrum disorders. Focus on Autism and Other Developmental
Disorders, 18(3), 150-165.
Jennett, H.K., Harris, S.L., Mesibov, G.B. (2003). Commitment to philosophy, teacher efficacy,
and burnout among teachers of children with autism. Journal of Autism and
Developmental Disorders, 33(6), 583-593.
Jones, G., English, A., Guldberg, K., Jordan, R., Richardson, P., Waltz, M. (2009). Educational
provision for children and young people on the autism spectrum living in England:
A review of current practice, issues and challenges. London: Autism Education
Trust.
Jordan, R., Jones, G., Morgan, H. (2001). A guide to services for children with autistic spectrum
disorders for commissioners and providers. London: The Mental Health Foundation.
King, M., Bearman, P. (2009). Diagnostic change and the increased prevalence of autism.
International Journal of Epidemiology, 38(5), 1224-1234.
Kossewska, J., Sarlej, K. (2018). The knowledge about autism by Polish future psychologists.
Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica, XI,
186-203.
Kraemer, B.R., Cook, C.R., Browning-Wright, D., Mayer, G.R., Wallace, M.D. (2008). Effects
of training on the use of the behavior support plan quality evaluation guide with
autism educators: A preliminary investigation examining positive behavior support
plans. Journal of Positive Behavior Interventions, 10(3), 179-189.
LeBlanc, L., Richardson, W., Burns, K.A. (2009). Autism spectrum disorder and the inclusive
classroom: Effective training to enhance knowledge of ASD and evidence-based
practices. Teacher Education and Special Education, 32(2), 166-179.
Lerman, D.C., Tetreault, A., Hovanetz, A., Strobel, M., Garro, J. (2008). Further evaluation
of a brief, intensive teacher‐training model. Journal of Applied Behavior Analysis,
41(2), 243-248.
Lindsay, S., Proulx, M., Thomson, N., Scott, H. (2013). Educators’ challenges of including
children with autism spectrum disorder in mainstream classrooms. International
Journal of Disability, Development and Education, 60(4), 347-362.
Lisak, N., Bratković, D., Anić, T. (2017). Experiences from the education system - narratives
of parents with children with disabilities in Croatia. Journal of Special Education
and Rehabilitation, 18(3-4), 91-125.
Lisak, N., Preece, D., Lessner Listiakova, I., Stošić, J., Kossewska, J., Troshanska, J., Petkovska
Nikolovska, A., Cierpiałowska, T. (in preparation). Knowledge, attitudes, confidence
and training needs regarding autism of specialist primary school teachers.
Loiacono, V., Allen, B. (2008). Are special education teachers prepared to teach the increasing
number of students diagnosed with autism? International Journal of Special
Education, 23(2), 120-127.
Loiacono, V., Valenti, V. (2010). General education teachers need to be prepared to coteach
the increasing number of children with autism in inclusive settings. International
Journal of Special Education, 25(3), 24-32.
Marshall, D., Goodall, C. (2015). The right to appropriate and meaningful education for
children with ASD. Journal of Autism and Developmental Disorders, 45(10), 3159-
3167.
Matson, J., Kozlowski, A.M. (2011). The increasing prevalence of autism spectrum disorders.
Research in Autism Spectrum Disorders, 5(1), 418-425.
McCabe, H. (2008). Effective teacher training at the autism institute in the People’s Republic
of China. Teacher Education and Special Education, 31(2), 103-117.
Morewood, G.D., Humphrey, N., Symes, W. (2011). Mainstreaming autism: Making it
work. Good Autism Practice, 12(2), 62-68.
Morrier, M.J., Hess, K.L., Heflin, L.J. (2011). Teacher training for implementation of teaching
strategies for students with autism spectrum disorders. Teacher Education and
Special Education: The Journal of the Teacher Education Division of the Council for
Exceptional Children, 34(2), 119-132.
Ombudsman of the Republic of Macedonia. (2015). Roundtable: The number of children
with autistic spectrum disorder and the readiness of primary schools for their inclusion
and quality education. Skopje: Ombudsman of the Republic of Macedonia.
Preece, D., Lisak, N., Lessner Listiakova, I., Stošić, J., Kossewska, J., Troshanska, J. (in
preparation). Knowledge, confidence and training needs regarding autism of primary
school teachers in mainstream and special education settings.
Probst, P., Leppert, T. (2008). Brief report: Outcomes of a teacher training program for
autism spectrum disorders. Journal of Autism and Developmental Disorders, 38(9),
1791-1796.
Ravet, J. (2018). “But how do I teach them?”: Autism & initial teacher education (ITE).
International Journal of Inclusive Education, 22(7), 714-733.
Robledo, J. (2017). Facilitating local understanding and literacy development for students
with autism spectrum disorder through teacher training. International Journal
of Whole Schooling, 13(2), 47-62.
Scheuermann, B., Webber, J., Boutot, E.A., Goodwin, M. (2003). Problems with personnel
preparation in autism spectrum disorders. Focus on Autism and Other Developmental
Disabilities, 18(3), 197-206.
Sekušak-Galešev, S., Frey Škrinjar, J., Masnjak, L. (2015). Examining social inclusion and
quality of support in preschool, elementary and secondary educational institutions
for children and students with Autism Spectrum Disorder (ASD) and Attention Deficit
Hyperactivity Disorder (ADHD). Zagreb: Faculty of Education and Rehabilitation
Sciences University of Zagreb.
Simpson, R.L., Mundschenk, N.A., Heflin, L.J. (2011). Issues, policies, and recommendations
for improving the education of learners with autism spectrum disorders. Journal
of Disability Policy Studies, 22(1), 3-17.
Stahmer, A., Rieth, S., Lee, E., Reisinger, E., Mandell, D., Connell, J. (2015). Training teachers
to use evidence‐based practices for autism: examining procedural implementation
fidelity. Psychology in the Schools, 52(2), 181-195.
Stahmer, A.C., Brookman-Frazee, L., Lee, E., Searcy, K., Reed, S. (2011). Parent and multidisciplinary
provider perspectives on earliest intervention for children at risk for
autism spectrum disorders. Infants Young Child, 24(4), 344-363.
Starczewska, A., Hodkinson, A., Adams, G. (2011). Conceptions of inclusion and inclusive
education: a critical examination of the perspectives and practices of teachers in
Poland. Journal of Research in Special Educational Needs, 12(3), 162-169.
Stošić, J., Lisak, N., Pavić, A. (2016). Bihevioralni pristup problemima ponašanja osoba
s intelektualnim teškoćama i razvojnim poremećajima. Socijalna Psihijatrija, 44(2),
140-151.
Symes, W., Humphrey, N. (2011a). The deployment, training and teacher relationships
of teaching assistants supporting pupils with autistic spectrum disorders (ASD) in
mainstream secondary schools. British Journal of Special Education, 38(2), 57-64.
Symes, W., Humphrey, N. (2011b). School factors that facilitate or hinder the ability of
teaching assistants to effectively support pupils with autism spectrum disorders
(ASDs) in mainstream secondary schools. Journal of Research in Special Educational
Needs, 11(3), 153-161.
Troshanska, J., Trajkovski, V., Jurtoski, F., Preece, D. (2018). The impact of ASD on Macedonian
families and their experience of parent education. Journal of Special Education
and Rehabilitation, 19(3-4), 127-138.
Webster, R., Blatchford, P., Bassett, P., Brown, P., Martin, C., Russell, A. (2011). The wider
pedagogical role of teaching assistants. School Leadership & Management, 31(1),
3-20.
Wermer, L., Brock, M., Seaman, R. (2018). Efficacy of a teacher training a paraprofessional
to promote communication for a student with autism and complex communication
needs. Focus on Autism and Other Developmental Disabilities, 33(4), 217-226.
Whitaker, P. (2002). Supporting families of preschool children with autism: What parents
want and what helps. Autism, 6(4), 411-426.
Whitaker, P. (2007). Provision for youngsters with autistic spectrum disorders in mainstream
schools: What parents say - and what parents want. British Journal of Special
Education, 34(3), 170-178.
Whitaker, P., Preece, D. (2013). Understanding the perspectives of children and parents:
a foundation for developing partnership. In: M. Howley, D. Preece (Eds.), Supporting
Pupils on the Autism Spectrum: Whole-school Training Materials and Resources for
SENCOs (pp. 29-42). London: Optimus Press.
London: National Autistic Society.
Baird, G., Simonoff, E., Pickles, A., Chandler, S., Loucas, T., Meldrum, D., Charman, T.
(2006). Prevalence of disorders of the autistic spectrum in a population cohort of
children in South Thames: The Special Needs and Autism Project (SNAP). Lancet,
368, 210-215.
Bennett, T. (2013). Teacher proof: Why research in education doesn’t always mean what it
claims, and what you can do about it. London: Routledge.
Bond, C., Symes, W., Hebron, J., Humphrey, N., Morewood, G., Woods, K. (2016). Educational
interventions for children with ASD: A systematic literature review 2008-
2013. School Psychology International, 37(3), 303-320.
Bukvić, Z. (2014). Teachers’ competency for inclusive education. European Journal of Social
and Behavioural Sciences, 11(4), 1585-1590.
Busby, R., Ingram, R., Bowron, R., Oliver, J., Lyons, B. (2012). Teaching elementary children
with autism: Addressing teacher challenges and preparation needs. The Rural
Educator, 33(2), 27-35.
Cepanec, M., Šimleša, S., Stošić, J. (2015). Rana dijagnostika poremećaja iz autističnog
spektra-Teorija, istraživanja i praksa. Klinička psihologija, 8(2), 203-224.
Charman, T., Dockrell, J., Peacey, N., Peacey, L., Forward, K., Pellicano, L. (2011). What is
good practice in autism education? London: Autism Education Trust.
Chen, Y.H., Rodgers, J., McConachie, H. (2009). Restricted and repetitive behaviours, sensory
processing and cognitive style in children with Autism Spectrum Disorders.
Journal of Autism and Developmental Disorders, 39(4), 635-642.
Coman, D., Alessandri, M., Gutierrez, A., Novotny, S., Boyd, B., Hume, K., Sperry, L.
Odom, S. (2013). Commitment to classroom model philosophy and burnout symptoms
among high fidelity teachers implementing preschool programs for children
with autism spectrum disorders. Journal of Autism and Developmental Disorders,
43(2), 345-360.
Croom, S., Romano, P., Giannakis, M. (2000) Supply chain management: An analytical
framework for critical literature review. European Journal of Purchasing and Supply
Management, 6(1), 67-83.
Dawson, M., Mottron, L., Gernsbacher, M.A. (2008). In: J. Byrne (Ed.), Learning and Memory:
A comprehensive reference (pp. 759-772). Oxford: Elsevier.
Downs, A., Downs, R.C. (2013). Training new instructors to implement discrete trial
teaching strategies with children with autism in a community-based intervention
program. Focus on Autism and Other Developmental Disabilities, 28(4), 212-221.
Dunlop, A.-W., Tait, C., Leask, A., Glashan, L., Robinson, A., Marwick, H.M. (2010). The
Autism Toolbox: An Autism Resource for Scottish Schools. Edinburgh: Scottish Government.
Emam, M.M., Farrell, P. (2009). Tensions experienced by teachers and their views of support
for pupils with autism spectrum disorders in mainstream schools. European
Journal of Special Needs Education, 24(4), 407-422.
Falkmer, M., Anderson, K., Joosten, A., Falkmer, T. (2015). Parents’ perspectives on inclusive
schools for children with autism spectrum conditions. International Journal of
Disability, Development and Education, 62(1), 1-23.
Finke, E.H., McNaughton, D.B., Drager, K.D.R. (2009). “All children can and should have
the opportunity to learn”: General education teachers’ perspectives on including
children with autism spectrum disorder who require AAC. Augmentative and Alternative
Communication, 25(2), 110-122.
Fortuna, R., Ince, S. (2013). Curriculum access. In: D. Preece, M. Howley (Eds.), Supporting
pupils on the Autism Spectrum: Whole-school training materials and resources for
SENCOs (pp. 95-111). London: Optimus Education.
Guldberg, K., Achtypi, A., Angelidi, E., Baker, L., Bradley, R., Colombo, M., Critchley, S.-J.,
Cumino, R., D’Alonzo, L., Folci, I., Giouroukou, E., Hadjipateras-Giannoulis, K., Huggett,
S., Kerem, M., Kokounaras-Liagkis, M., Kossyvaki, A, Laskaridou, K., Milton, D.,
Molteni, P., Sala, R., Simpson, P., Sofianopolou, K., Wood, R., Zanfroni, E. (2017).
Transform Autism Education: Final Report. Birmingham: University of Birmingham.
Helps, S., Newsom-Davis, I.C., Callias, M. (1999). Autism: The teacher’s view. Autism,
3(3), 287-298.
Howley, M., Preece, D. (Eds.). (2013). Supporting Pupils on the Autism Spectrum: Wholeschool
Training Materials and Resources for SENCOs. London: Optimus Press.
Humphrey, N., Symes, W. (2013). Inclusive education for pupils with autistic spectrum
disorders in secondary mainstream schools: teacher attitudes, experience and
knowledge. International Journal of Inclusive Education, 17(1), 32-46.
Iovannone, R., Dunlap, G., Huber, H., Kinkaid, D. (2003). Effective educational practices
for students with autism spectrum disorders. Focus on Autism and Other Developmental
Disorders, 18(3), 150-165.
Jennett, H.K., Harris, S.L., Mesibov, G.B. (2003). Commitment to philosophy, teacher efficacy,
and burnout among teachers of children with autism. Journal of Autism and
Developmental Disorders, 33(6), 583-593.
Jones, G., English, A., Guldberg, K., Jordan, R., Richardson, P., Waltz, M. (2009). Educational
provision for children and young people on the autism spectrum living in England:
A review of current practice, issues and challenges. London: Autism Education
Trust.
Jordan, R., Jones, G., Morgan, H. (2001). A guide to services for children with autistic spectrum
disorders for commissioners and providers. London: The Mental Health Foundation.
King, M., Bearman, P. (2009). Diagnostic change and the increased prevalence of autism.
International Journal of Epidemiology, 38(5), 1224-1234.
Kossewska, J., Sarlej, K. (2018). The knowledge about autism by Polish future psychologists.
Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica, XI,
186-203.
Kraemer, B.R., Cook, C.R., Browning-Wright, D., Mayer, G.R., Wallace, M.D. (2008). Effects
of training on the use of the behavior support plan quality evaluation guide with
autism educators: A preliminary investigation examining positive behavior support
plans. Journal of Positive Behavior Interventions, 10(3), 179-189.
LeBlanc, L., Richardson, W., Burns, K.A. (2009). Autism spectrum disorder and the inclusive
classroom: Effective training to enhance knowledge of ASD and evidence-based
practices. Teacher Education and Special Education, 32(2), 166-179.
Lerman, D.C., Tetreault, A., Hovanetz, A., Strobel, M., Garro, J. (2008). Further evaluation
of a brief, intensive teacher‐training model. Journal of Applied Behavior Analysis,
41(2), 243-248.
Lindsay, S., Proulx, M., Thomson, N., Scott, H. (2013). Educators’ challenges of including
children with autism spectrum disorder in mainstream classrooms. International
Journal of Disability, Development and Education, 60(4), 347-362.
Lisak, N., Bratković, D., Anić, T. (2017). Experiences from the education system - narratives
of parents with children with disabilities in Croatia. Journal of Special Education
and Rehabilitation, 18(3-4), 91-125.
Lisak, N., Preece, D., Lessner Listiakova, I., Stošić, J., Kossewska, J., Troshanska, J., Petkovska
Nikolovska, A., Cierpiałowska, T. (in preparation). Knowledge, attitudes, confidence
and training needs regarding autism of specialist primary school teachers.
Loiacono, V., Allen, B. (2008). Are special education teachers prepared to teach the increasing
number of students diagnosed with autism? International Journal of Special
Education, 23(2), 120-127.
Loiacono, V., Valenti, V. (2010). General education teachers need to be prepared to coteach
the increasing number of children with autism in inclusive settings. International
Journal of Special Education, 25(3), 24-32.
Marshall, D., Goodall, C. (2015). The right to appropriate and meaningful education for
children with ASD. Journal of Autism and Developmental Disorders, 45(10), 3159-
3167.
Matson, J., Kozlowski, A.M. (2011). The increasing prevalence of autism spectrum disorders.
Research in Autism Spectrum Disorders, 5(1), 418-425.
McCabe, H. (2008). Effective teacher training at the autism institute in the People’s Republic
of China. Teacher Education and Special Education, 31(2), 103-117.
Morewood, G.D., Humphrey, N., Symes, W. (2011). Mainstreaming autism: Making it
work. Good Autism Practice, 12(2), 62-68.
Morrier, M.J., Hess, K.L., Heflin, L.J. (2011). Teacher training for implementation of teaching
strategies for students with autism spectrum disorders. Teacher Education and
Special Education: The Journal of the Teacher Education Division of the Council for
Exceptional Children, 34(2), 119-132.
Ombudsman of the Republic of Macedonia. (2015). Roundtable: The number of children
with autistic spectrum disorder and the readiness of primary schools for their inclusion
and quality education. Skopje: Ombudsman of the Republic of Macedonia.
Preece, D., Lisak, N., Lessner Listiakova, I., Stošić, J., Kossewska, J., Troshanska, J. (in
preparation). Knowledge, confidence and training needs regarding autism of primary
school teachers in mainstream and special education settings.
Probst, P., Leppert, T. (2008). Brief report: Outcomes of a teacher training program for
autism spectrum disorders. Journal of Autism and Developmental Disorders, 38(9),
1791-1796.
Ravet, J. (2018). “But how do I teach them?”: Autism & initial teacher education (ITE).
International Journal of Inclusive Education, 22(7), 714-733.
Robledo, J. (2017). Facilitating local understanding and literacy development for students
with autism spectrum disorder through teacher training. International Journal
of Whole Schooling, 13(2), 47-62.
Scheuermann, B., Webber, J., Boutot, E.A., Goodwin, M. (2003). Problems with personnel
preparation in autism spectrum disorders. Focus on Autism and Other Developmental
Disabilities, 18(3), 197-206.
Sekušak-Galešev, S., Frey Škrinjar, J., Masnjak, L. (2015). Examining social inclusion and
quality of support in preschool, elementary and secondary educational institutions
for children and students with Autism Spectrum Disorder (ASD) and Attention Deficit
Hyperactivity Disorder (ADHD). Zagreb: Faculty of Education and Rehabilitation
Sciences University of Zagreb.
Simpson, R.L., Mundschenk, N.A., Heflin, L.J. (2011). Issues, policies, and recommendations
for improving the education of learners with autism spectrum disorders. Journal
of Disability Policy Studies, 22(1), 3-17.
Stahmer, A., Rieth, S., Lee, E., Reisinger, E., Mandell, D., Connell, J. (2015). Training teachers
to use evidence‐based practices for autism: examining procedural implementation
fidelity. Psychology in the Schools, 52(2), 181-195.
Stahmer, A.C., Brookman-Frazee, L., Lee, E., Searcy, K., Reed, S. (2011). Parent and multidisciplinary
provider perspectives on earliest intervention for children at risk for
autism spectrum disorders. Infants Young Child, 24(4), 344-363.
Starczewska, A., Hodkinson, A., Adams, G. (2011). Conceptions of inclusion and inclusive
education: a critical examination of the perspectives and practices of teachers in
Poland. Journal of Research in Special Educational Needs, 12(3), 162-169.
Stošić, J., Lisak, N., Pavić, A. (2016). Bihevioralni pristup problemima ponašanja osoba
s intelektualnim teškoćama i razvojnim poremećajima. Socijalna Psihijatrija, 44(2),
140-151.
Symes, W., Humphrey, N. (2011a). The deployment, training and teacher relationships
of teaching assistants supporting pupils with autistic spectrum disorders (ASD) in
mainstream secondary schools. British Journal of Special Education, 38(2), 57-64.
Symes, W., Humphrey, N. (2011b). School factors that facilitate or hinder the ability of
teaching assistants to effectively support pupils with autism spectrum disorders
(ASDs) in mainstream secondary schools. Journal of Research in Special Educational
Needs, 11(3), 153-161.
Troshanska, J., Trajkovski, V., Jurtoski, F., Preece, D. (2018). The impact of ASD on Macedonian
families and their experience of parent education. Journal of Special Education
and Rehabilitation, 19(3-4), 127-138.
Webster, R., Blatchford, P., Bassett, P., Brown, P., Martin, C., Russell, A. (2011). The wider
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Pobrania
Opublikowane
2019-12-01
Jak cytować
Lessner Listiakova, I., & Preece, D. (2019). Doskonalenie nauczycieli w zakresie zaburzeń ze spektrum autyzmu: przegląd literatury. Annales Universitatis Paedagogicae Cracoviensis Studia Psychologica, 12, 177–199. https://doi.org/10.24917/20845596.12.9
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