What is it about?
This research used a work book to guide mainstream teachers with information about autism and elements of structured teaching that we proposed would support the learning of all children in the class. The aim was to give teachers strategies that they could follow that would support students on the autism spectrum without having to engage in different or extra work. The research piloted the work book with teachers in mainstream classes who used the strategies of visual schedules and work systems to support the learning of the whole class. Classes were observed and the on-task behaviour of children on the autism spectrum was monitored.
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Why is it important?
This is the first time that elements of structured teaching have been trialled in mainstream schools with whole class participation. The pilot showed that visual schedules and work systems can make a difference to the engagement and completion of work of all children, especially those on the autism spectrum.
Perspectives
I think this is important work as we constantly try to find ways to support children and young people on the autism spectrum whilst also being conscious that mainstream class teachers cannot provide differentiated support for the wide range of different needs in their classrooms. If we can offer strategies that are proven to make a difference for all students then they are more likely to be adopted by teachers and will benefit all students.
Dr Debra Costley
University of Nottingham
Read the Original
This page is a summary of: Piloting autism intervention research with teachers in mainstream classrooms, International Journal of Inclusive Education, June 2017, Taylor & Francis,
DOI: 10.1080/13603116.2017.1335355.
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