Iris Publishers-
Open Access Journal of Addiction and Psychology | Brief School Performance Guide with Students with
Autism Spectrum Disorders
Authored by Manuel Ojea Rua
When a student with Autism Spectrum Disorder (ASD) arrives
at school great worry may arise in educational community, whose
first reaction could be evading that responsibility and refer it to
centre specialist services for differentiated attention. However,
we must be indicating some general priority advice, although each
situation is particular, which can help to face an effective social and
educational inclusion in different levels of the intervention: 1) in
center level, 2) in classroom context, 3) over individual aspect and
4) in specific aspects.
From perspective of center collegiate action, it´s necessary to elaborate an action basic protocol, which includes following aims:
a. Evaluate initial situation with collaboration of family and other participating social resources.
b. Delimit and request training based on needs itself, related to situation demand.
c. Specify and request complementary support resources adjusted to this initial evaluation.
d. Design and structure from an inclusive perspective the performance of support resources, support type, support modality, spaces and times (...)
e. Promote creation of specific commissions in center to specify the adapted educational measures.
f. Appoint a specific tutor teacher of reference in center.
g. Appoint a reference tutor student in classroom of individual with ASD.
h. Create a team of older students and support level for nonformal spaces.
i. Facilitate coordination of family and social services with different commissions and tutors, from initial evaluation processes to design of educational action and its evaluation follow- up.
j. Ensure compliance with quality criteria and coexistence in center previously agreed.
From perspective of center collegiate action, it´s necessary to elaborate an action basic protocol, which includes following aims:
a. Evaluate initial situation with collaboration of family and other participating social resources.
b. Delimit and request training based on needs itself, related to situation demand.
c. Specify and request complementary support resources adjusted to this initial evaluation.
d. Design and structure from an inclusive perspective the performance of support resources, support type, support modality, spaces and times (...)
e. Promote creation of specific commissions in center to specify the adapted educational measures.
f. Appoint a specific tutor teacher of reference in center.
g. Appoint a reference tutor student in classroom of individual with ASD.
h. Create a team of older students and support level for nonformal spaces.
i. Facilitate coordination of family and social services with different commissions and tutors, from initial evaluation processes to design of educational action and its evaluation follow- up.
j. Ensure compliance with quality criteria and coexistence in center previously agreed.
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