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Introduction ASD and Inclusion Current State of Inclusion Gap - PowerPoint PPT Presentation

Jul 19, 2023 •483 likes •571 views

Introduction ASD and Inclusion Current State of Inclusion Gap Difficulties putting law into practice Roles and Responsibilities School Personnel Parents Research Question : The purpose of this study was to identify

  1. Introduction • ASD and Inclusion • Current State of Inclusion • Gap • Difficulties putting law into practice • Roles and Responsibilities • School Personnel • Parents Research Question : The purpose of this study was to identify school personnel and family perspectives of how inclusion works for children with ASD in under-resourced schools in Los Angeles.

  2. Methods Secondary Analyses: • Community-based participatory research • Larger Multi-Site Study of Services for ASD in Urban Schools (LAUSD Only) • Focus groups and key informant interviews • Participants • Title 1 schools in Los Angeles (n=3) • Focus Group (n=9) • 6-8 participants per group, 1.5 hour, in schools • One-on-One Interview (n=7) • Key Informant, 30 minutes, in schools • Types: Parents, Educators, Paraprofessionals, Related Service Providers and • School Administrators Qualitative Analysis • Grounded Theory (Charmaz, 2006) •

  3. Results Assertion 1: Educating general education students about ASD is a successful inclusion strategy. Assertion 2: Schools do not provide time for collaboration, and school personnel do not make time to collaborate. Assertion 3: Parent advocacy and parent-teacher collaboration can have a powerful impact on the school climate.

  4. Results Assertion 1: Educating the general education students about ASD is a successful inclusion strategy. Paraprofessional Principal “We introduce ourselves and explain “…once you talk to students, and you why they flap a little bit, why they explain to them as to why Johnny is scream a little bit, so they’re kinda okay acting different, and they, they get it! about it.” And, they are less fearful when they see different behaviors.”

  5. Results Assertion 2: Schools do not provide time for collaboration, and school personnel do not make time to collaborate. General Education Teacher Special Education Teacher “I don’t necessarily know that I’m doing “… Marie and I, we have worked the best job I can for the mainstream together all year. This is the first time student or the full inclusion student. we have probably had a conversation, I’m not sure what my expectations are.” because there is no time for collaboration. We meet in grade levels...And, there’s other topics. It’s not special ed”

  6. Results Assertion 3: Parent advocacy and parent -teacher collaboration can have a powerful impact on the school climate. Paraprofessional Parent of child with ASD “The parents are doing what the “ we gain more knowledge in each teachers can’t do. They’re in the meeting. We became more capable classrooms, but the parents are doing and competent, we trained ourselves more on the outside, like community.” morally, psychologically, and academically for our children.”

  7. Discussion • Educating Others about ASD • General Education Teachers and Students • Parents • Collaboration is needed in Schools • Schools and Teachers need to Prioritize Collaboration • Parent Involvement can Change the School Climate • Parent Training and Partnership with School • Going Above and Beyond the Call of Duty • More research is needed to examine the barriers to establishing partnership and collaboration.

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