IEFE SEN Forum

Mona Al Haddad, M.Ed., BCBA® Lecturer and Clinical Practicum supervisor & Co-ordinator, Special Education

Program,

Dar Al-Hekma University, Jeddah, KSA

malhaddad@dah.edu.sa

Preparation of General Education Teachers for

Inclusion of Students with Autism Spectrum Disorder

in Regular Schools in KSA

Inclusion Definition

The education of children with disabilities in the same general

education classrooms with their typically developing peers.

To the maximum extent appropriate, children with disabilities,

including children in public or private institutions or other care

facilities, are educated with children who are not disabled…

(IDEA 2004 612 (a) (5))

Inclusion: Pros & Cons

Theoretical Pros

Real‐life Challenges

Importance of contact with typical peers for the development of social & communicative skills

Opportunity to observe/imitate the behavior of typically developing peers

Opportunity to address generalization of skills

Inclusion ALONE is not enough

Training of teachers and peers is needed

Few teachers/staff members

How Teachers perceive inclusion?

The more severe the disability is, the more negative the

teacher’s perception of inclusion (smith, 2000)

Teachers with more special education coursework and

with in-service training on inclusion had more positive

attitudes towards inclusion than teachers without such

training

( Stoler, 1992)

األنواع الثالثPDDs

Autism disorder اضطراب التوحد1)

(Asperger syndrome)اضطراب اسبرجر 2)

الغير محددة االضطرابات النمائية 3)

Pervasive Developmental Disorder- Not Otherwise Specified (PDD-

NOS)

:ايضا

متالزمة ريت

Childhood Disintegrative Disorder (CDD)اضطراب الطفولة

DSM-IV-TR: االضطرابات النمائية

تم الغاء جميع التصنيفات السابقة

اعتماد اضطراب طيف التوحد

تم تصنيف االضطراب على مستويات مختلفةLEVEL1, LEVEL2, LEVEL 3 تحديد المستوى حسب شدة العوارض و مستوى الخدماتSupports & Services needed

DSM-A5

اضطراب طيف التوحد

Autism Spectrum Disorder (ASD)

Why we want to discuss the inclusion of students

with ASD?

According to CDC 1:88 has autism

Current research indicates the majority of students with

ASD spending large portion of their school day in general

education settings

Teachers need to know what to do

Professionals need to prepare those teachers

What can be done to make it successful?

Training Training Training Training Training Training Training

Training Training Training Training Training Training Training

Training Training Training Training Training Training Training

Training Training Training Training Training

Current research?

Byrne, L. (2012), examined:

Regular education teachers’ perceptions of inclusion relative to

their training on ASD

Used TATI scale

Barriers and benefits of inclusion

Result

Byrne, L. (2012)

Cont.

Barriers:

47%: Students with ASD have problem behaviors that cause

classroom’s disruptions

11%: additional planning time

10%: lack of support staff

Cont.

Benefits:

40%: inclusion teaches tolerance

19%: inclusion brings unique perspective

17%: inclusion allows for peers interaction with ASD students

Current research?

Hayes et al. (2013), examined:

General education teachers’ perceptions to teach students with

ASD

Their knowledge of instructions in inclusive settings

Hayes et al, 2013

204 GEN teachers from K-12

0- 17 years of experience

Inclusion survey

Methods survey

Knowledge of autism (AS) survey

Hayes et al., 2013

Result:

Teachers with prior training had positive attitude for inclusion of

students with ASD

Teachers with theoretical training are less confident

Case study

Wilkinson, L. (2005)

Demonstrated the utility of CBC model for supporting the

inclusion of a student with AS

The effectiveness of evidence-based intervention (self-

management)

The positive outcome of behavioral interventions for

students with ASD in mainstream settings

Result

Wilkinson, L. (2005)

Replication of Wilkinson, L. (2005)

in 3 schools in KSA

Home-school services

3 students ( age: 5-9)

Parents meeting first

Team meeting ( parents, teachers, school psychologist, behavioral consultant, more)

Identification of goals ( strengths, problems)

Teachers training followed by application

Treatment monitoring

Weekly, monthly brief report

Existing survey ( teachers’ evaluation of training & use of strategies in classrooms)

Make them feel Confident!

We want teachers to have more than the knowledge about

methods

Train teachers to understand how to do them in classroom

Training focuses on application

Use teaching techniques (modeling, role-play)

Include students with ASD in the training

Use of UDL

CONT,

Include extensive training in inclusive education in teacher

education program

Create a dual program degree

Create continuing education courses about inclusive education to

keep teaching licensure

Provide online courses

Give raise

Evidence-based Strategies

It is based on empirical research literature

Its effectiveness

Positive or negative side effects

For whom it works or not work

Generalizability and practicality in real-world

Clinical consensus

Socially acceptable (values & preferences for

families)

Examples of EB strategies in inclusive

settings Self management ( desires: structure, rules, order)

Peer-mediated strategies

Activity schedule • Social Stories™

Visual aids

Graphic organizer

Special interests

Snapshot

Positive reinforcement

ABC contingency

What can be gained in a larger setting?

Develop friendship

Peer role models for academic and behavior skills

Increase access to general curriculum

Higher expectations of performance

For students without disabilities:

Learn to build meaningful friendships

Increase appreciation for individuals with different needs

Become prepared to live in diverse community

Appear to have high levels of self-esteem as compared to others

Finally

The attitudes of the teacher and paraprofessional can determine

the success — or failure — of the student with ASD in the general

education classroom.

Parent- School Collaboration is important

Conclusion

Inclusion of students with ASD is not easy

Teachers face many challenges

Problems can not be solved overnight

Assisting educators to meet challenges

Offering strategies to prevent negative attitude

TRAIN, TRAIN, TRAIN new generation of teachers

to be ready for diverse classrooms

References Centers for Disease Control and Prevention (2012). Autism and Developmental Disabilities Monitoring Network. Retrieved from

http://www.cdc.gov/ncbddd/autism/documents/ADDM-2012-Community-REport.pdf

Byrne, L. (2012). Autism spectrum disorder: Regular education teacher’s perception of inclusion. RESEARCH POSTER PRESENTATION DESIGN

© 2012. www.PosterPresentations.com

Hayes, J. A., Baylot Casey, L., Williamson, R., Black, T., & Winsor, D. (2013). Educators’ readiness to teach children with autism spectrum disorder

in an inclusive classroom. The Researcher, 25(1), 67-78.

Wilkinson, L. (2005). Supporting the inclusion of a student with Asperger syndrome: A case study using conjoint behavioral consultation and Self-

management. Educational Psychology in Practice, Vol. 21, No. 4, December 2005, pp. 307–326.

Hart, J. E. & Whalon, K. J. (2008). 20 ways to: Promote academic engagement and communication of students with autism spectrum disorder in

inclusive settings. Intervention in Schools and Clinics, Vol. 44, No.2, November 2008, pp. 116-120.

Cooper, J . , He ron , T. & Heward , W. (2007) . App l ied Behav io r Ana lys i s . 2 nd Ed . NJ :Pearson

Gul i ck , R. & K i t chen , T. ( 2007) . E f fec t i ve Ins t ruc t ions fo r Ch i ld ren wi th Au t ism : An App l ied Behav io r Ana ly t i c

App roach . PA : The Dr.Ger t rude A . Ba rber Na t iona l I ns t i tu te .

Webber, J . & Scheuermann , B . (2008) . Educa t ing S tudents w i th Au t ism: A qu ick s ta r t Manua l . Aus t in : P ro .ed

Questions?

malhaddad@dah.edu.sa

www.dah.edu.sa