Analysis of ASD Classrooms: Specialised Open Classrooms in the Community of Madrid
| Autor: | Laura Martín Martínez, Esther Vela Llauradó, Inés Martín Cruz |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Process (engineering)
Autism Geography Planning and Development lcsh:TJ807-830 lcsh:Renewable energy sources autism ASD classrooms Management Monitoring Policy and Law medicine ComputingMilieux_COMPUTERSANDEDUCATION Mainstream 0501 psychology and cognitive sciences specialist schools lcsh:Environmental sciences lcsh:GE1-350 Medical education special educational needs Renewable Energy Sustainability and the Environment lcsh:Environmental effects of industries and plants 05 social sciences 050301 education medicine.disease inclusion lcsh:TD194-195 Specialist schools Autism spectrum disorder Special educational needs ComputingMilieux_COMPUTERSANDSOCIETY Psychology 0503 education Inclusion (education) 050104 developmental & child psychology |
| Zdroj: | Sustainability, Vol 12, Iss 7342, p 7342 (2020) DDFV: Repositorio Institucional de la Universidad Francisco de Vitoria Universidad Francisco de Vitoria DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria instname Sustainability Volume 12 Issue 18 |
| ISSN: | 2071-1050 |
| Popis: | Autism spectrum disorder (ASD) classrooms are specialised spaces within mainstream schools that respond to the educational needs of students with autism spectrum disorder. This research aims to analyse ASD classrooms in the Community of Madrid, their features and internal functioning. The research follows a non-experimental, descriptive and comparative methodology, making a comparison between di erent classrooms and analysing their impact on the teaching-learning process of students with ASD. The variables refer to the physical environment, the characteristics of the children, training of professionals and collaboration with other organisations. The data was gathered using a questionnaire in digital format, collecting responses from 35 schools, using quantitative techniques to relate variables. The results show that most classrooms have a structured organisation that meet the needs of the students, who are generally diagnosed with moderate severity. Furthermore, the relationship between the teachers of ASD classrooms and the mainstream classrooms promotes inclusive educational practice. Finally, it was found that ASD classrooms o er many benefits, due to the personalised attention they provide and the specialised training of teachers. post-print 4181 KB |
| Databáze: | OpenAIRE |
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