Facilitating Teachers Effective Inclusion of Students on the Autism Spectrum
This publication is included in the Autistic Autism Scholarship Project. one author of this publication is identified as autistic in the project.
About the autistic author markerGoodall, E. (2014). Facilitating Teachers Effective Inclusion of Students on the Autism Spectrum. Open Journal of Education, 2(4), 152. https://doi.org/10.12966/oje.12.03.2014
- Journal or book title
- Open Journal of Education
- Publisher
- Sciknow Publications
- Volume
- 2
- Issue
- 4
- Pages
- 152
This publication is integrated into AutiHub through:
Authors
Abstract
This study was undertaken following the introduction of best practice guidelines for teachers working with students on the autism spectrum (SotAS) (Ministries of Health & Education, 2008). The research aimed to analyze the contextual factors involved in the teaching of these students in a mainstream primary school in order to ascertain if there were any factors that could increase the effectiveness of teaching SotAS. Four teachers and six SotAS were observed over a school year. Data was collected through those observations and follow up conversations with the teachers. An adapted activity theory framework was used to analyze the data and tease out the factors that created barriers to effective inclusion. The study found that existing skills and knowledge of the autism spectrum were not the key factors to being an effective teacher of SotAS. Instead teacher attitude and understanding of the actual experience of being a SotAS were found to be very important. Using of the medical model or deficit theories of the autism spectrum by teachers was found to hinder the provision of opportunities for these students. In contrast once teachers developed an understanding of a range of lived experience anecdotes and evidence, they were more able to see the potential of SotAS and therefore provide appropriate opportunities for these students to make progress.
Bibliography cited by this reference
Cited references are imported from external metadata sources when they are available. The list may be partial.
Cited bibliography overview
These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 3 Oct 2026 01:01.
- With a DOI
- 8
- Without a DOI, from raw bibliography text
- 0
- References with detected author names
- 11 / 11 (100.0%)
- Without detected author names
- 0
- Without a structured title
- 0
- Without a stable identifier
- 0
- References with raw author names still to review
- 0
- References with external metadata lookup issues
- 0
- From DOI or external metadata
- 24
- From validated raw bibliography text
- 0
- Raw names already validated
- 0
- Raw names still to review
- 0
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Judith Coucouvanis (2005). Super Skills: A Social Skills Group Program for Children with Asperger Syndrome, High-Functioning Autism and Related Challenges .Type: Book OpenAlex: https://openalex.org/W578230415OpenAlex
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Maggie Bowen , Lynn Plimley (2008). The Autism Inclusion Toolkit: Training Materials and Facilitator Notes . SAGE Publications Ltd.OpenAlex
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E. Amanda Boutot , Brenda Smith Myles (2011). Autism spectrum disorders: Foundations, characteristics, and effective strategies . Autism spectrum disorders: Foundations, characteristics, and effective strategies.Type: Article OpenAlex: https://openalex.org/W623022908OpenAlex
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Susan Mayes (2014). Diagnosing Autism with Checklist for Autism Spectrum Disorder (CASD) . In Comprehensive Guide to Autism (pp. 285-298). Springer New York.OpenAlex
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David H. Jonassen , Lucia Rohrer-Murphy (1999). Activity theory as a framework for designing constructivist learning environments . Educational Technology Research and Development, 47(1), 61-79. Springer Science and Business Media LLC.OpenAlex
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Harry Daniels , Ted Cole (2002). The Development of Provision for Young People with Emotional and Behavioural Difficulties: An activity theory analysis . Oxford Review of Education, 28(2-3), 311-329. Informa UK Limited.OpenAlex
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C. Gillberg and , E. Billstedt (2000). Autism and Asperger syndrome: coexistence with other clinical disorders . Acta Psychiatrica Scandinavica, 102(5), 321-330. Wiley.OpenAlex
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Katherine Runswick-Cole (2011). Time to end the bias towards inclusive education? British Journal of Special Education, 38(3), 112-119. Wiley.OpenAlex
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Bernadette Macartney , Missy Morton (2013). Kinds of participation: teacher and special education perceptions and practices of ‘inclusion’ in early childhood and primary school settings . International Journal of Inclusive Education, 17(8), 776-792. Informa UK Limited.OpenAlex
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Emily Simonoff , Andrew Pickles , Tony Charman , Susie Chandler , Tom Loucas , Gillian Baird (2008). Psychiatric Disorders in Children With Autism Spectrum Disorders: Prevalence, Comorbidity, and Associated Factors in a Population-Derived Sample . Journal of the American Academy of Child & Adolescent Psychiatry, 47(8), 921-929. Elsevier BV.OpenAlex