AUTISM SPECTRUM IN CLASSROOM AND SPECIAL EDUCATIONIST A PANORAMA OF CHALLENGES IN FACILITATING TEACHINGLEARNING PROCESS

http://dx.doi.org/10.31703/gssr.2019(IV-III).52      10.31703/gssr.2019(IV-III).52      Published : Sep 3
Authored by : Asmaa Azeem , Almas Shoaib , Fauzia Naheed

52 Pages : 415-420

References

  • Aleman, S. R., & Jones, N. L. (1997). Individuals with disabilities education act reauthorization legislation: An overview.
  • Banda, D. R., Hart, S. L., & Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in autism spectrum disorders, 4(4), 619- 625.
  • Billingsley, B., Carlson, E., & Klein, S. (2004). The working conditions and induction support of early-career special educators. Exceptional children, 70(3), 333-347.
  • Billingsley, B. S., Fall, A.-M., & Williams Jr, T. O. (2006). Who is teaching students with emotional and behavioural disorders? A profile and comparison to other special educators. Behavioral Disorders, 31(3), 252-264.
  • Bryan, L. C., & Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of autism and developmental disorders, 30(6), 553-567.
  • Carter, K. B., & Scruggs, T. E. (2001). Thirty-one students: Reflections of a first-year teacher of students with mental retardation. The Journal of Special Education, 35(2), 100-104.
  • Cohen, D. J., & Volkmar, F. R. (1997). Handbook of autism and pervasive developmental disorders: John Wiley & Sons Inc.
  • Dooley, P., Wilczenski, F. L., & Torem, C. (2001). Using an activity schedule to smooth school transitions. Journal of Positive Behavior Interventions, 3(1), 57-61.
  • Griffin, C. C., Kilgore, K. L., Winn, J. A., Otis-Wilborn, A., Hou, W., & Garvan, C. W. (2009). First-year special educators: The influence of school and classroom context factors on their accomplishments and problems. Teacher Education and Special Education, 32(1), 45-63.
  • Humphrey, N. (2008). Including pupils with autistic spectrum disorders in mainstream schools. Support for learning, 23(1), 41-47.
  • Mandell, D., & Lecavalier, L. (2014). Should we believe the Centers for Disease Control and Prevention's autism spectrum disorder prevalence estimates? : Sage Publications Sage UK: London, England
  • Mastropieri, M. A. (2001). Is the glass half full or half-empty? Challenges encountered by first-year special education teachers. The Journal of Special Education, 35(2), 66-74.
  • Otis-Wilborn, A., Winn, J., Griffin, C., & Kilgore, K. (2005). Beginning special educators' forays into general education. Teacher Education and Special Education, 28(3-4), 143-152
  • Parker-Katz, M., & Bay, M. (2008). Conceptualizing mentor knowledge: Learning from the insiders. Teaching and teacher Education, 24(5), 1259-1269.
  • Simpson, R. L., de Boer-Ott, S. R., & Smith-Myles, B. (2003). Inclusion of learners with autism spectrum disorders in general education settings. Topics in language disorders, 23(2), 116-133.
  • Vakil, S., Welton, E., O'Connor, B., & Kline, L. S. (2009). Inclusion means everyone! The role of the early childhood educator when including young children with autism in the classroom. Early Childhood Education Journal, 36(4), 321-326.
  • White, M., & Mason, C. Y. (2006). Components of a successful mentoring program for beginning special education teachers: Perspectives from new teachers and mentors. Teacher Education and Special Education, 29(3), 191-201.
  • Zanolli, K., Daggett, J., & Adams, T. (1996). Teaching preschool-age autistic children to make spontaneous initiations to peers using priming. Journal of autism and developmental disorders, 26(4), 407-422.
  • Zarafshan, H., Mohammadi, M. R., Ahmadi, F., & Arsalani, A. (2013). Job burnout among Iranian elementary school teachers of students with autism: A comparative study. Iranian journal of psychiatry, 8(1), 20.

References

  • Aleman, S. R., & Jones, N. L. (1997). Individuals with disabilities education act reauthorization legislation: An overview.
  • Banda, D. R., Hart, S. L., & Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in autism spectrum disorders, 4(4), 619- 625.
  • Billingsley, B., Carlson, E., & Klein, S. (2004). The working conditions and induction support of early-career special educators. Exceptional children, 70(3), 333-347.
  • Billingsley, B. S., Fall, A.-M., & Williams Jr, T. O. (2006). Who is teaching students with emotional and behavioural disorders? A profile and comparison to other special educators. Behavioral Disorders, 31(3), 252-264.
  • Bryan, L. C., & Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of autism and developmental disorders, 30(6), 553-567.
  • Carter, K. B., & Scruggs, T. E. (2001). Thirty-one students: Reflections of a first-year teacher of students with mental retardation. The Journal of Special Education, 35(2), 100-104.
  • Cohen, D. J., & Volkmar, F. R. (1997). Handbook of autism and pervasive developmental disorders: John Wiley & Sons Inc.
  • Dooley, P., Wilczenski, F. L., & Torem, C. (2001). Using an activity schedule to smooth school transitions. Journal of Positive Behavior Interventions, 3(1), 57-61.
  • Griffin, C. C., Kilgore, K. L., Winn, J. A., Otis-Wilborn, A., Hou, W., & Garvan, C. W. (2009). First-year special educators: The influence of school and classroom context factors on their accomplishments and problems. Teacher Education and Special Education, 32(1), 45-63.
  • Humphrey, N. (2008). Including pupils with autistic spectrum disorders in mainstream schools. Support for learning, 23(1), 41-47.
  • Mandell, D., & Lecavalier, L. (2014). Should we believe the Centers for Disease Control and Prevention's autism spectrum disorder prevalence estimates? : Sage Publications Sage UK: London, England
  • Mastropieri, M. A. (2001). Is the glass half full or half-empty? Challenges encountered by first-year special education teachers. The Journal of Special Education, 35(2), 66-74.
  • Otis-Wilborn, A., Winn, J., Griffin, C., & Kilgore, K. (2005). Beginning special educators' forays into general education. Teacher Education and Special Education, 28(3-4), 143-152
  • Parker-Katz, M., & Bay, M. (2008). Conceptualizing mentor knowledge: Learning from the insiders. Teaching and teacher Education, 24(5), 1259-1269.
  • Simpson, R. L., de Boer-Ott, S. R., & Smith-Myles, B. (2003). Inclusion of learners with autism spectrum disorders in general education settings. Topics in language disorders, 23(2), 116-133.
  • Vakil, S., Welton, E., O'Connor, B., & Kline, L. S. (2009). Inclusion means everyone! The role of the early childhood educator when including young children with autism in the classroom. Early Childhood Education Journal, 36(4), 321-326.
  • White, M., & Mason, C. Y. (2006). Components of a successful mentoring program for beginning special education teachers: Perspectives from new teachers and mentors. Teacher Education and Special Education, 29(3), 191-201.
  • Zanolli, K., Daggett, J., & Adams, T. (1996). Teaching preschool-age autistic children to make spontaneous initiations to peers using priming. Journal of autism and developmental disorders, 26(4), 407-422.
  • Zarafshan, H., Mohammadi, M. R., Ahmadi, F., & Arsalani, A. (2013). Job burnout among Iranian elementary school teachers of students with autism: A comparative study. Iranian journal of psychiatry, 8(1), 20.

Cite this article

APA

    APA : Azeem, A., Shoaib, A., & Naheed, F. (2019). Autism Spectrum in Classroom and Special Educationist: A Panorama of Challenges in Facilitating Teaching-Learning Process. Global Social Sciences Review, IV(III), 415-420. https://doi.org/10.31703/gssr.2019(IV-III).52

CHICAGO

    CHICAGO : Azeem, Asmaa, Almas Shoaib, and Fauzia Naheed. 2019. "Autism Spectrum in Classroom and Special Educationist: A Panorama of Challenges in Facilitating Teaching-Learning Process." Global Social Sciences Review, IV (III): 415-420 doi: 10.31703/gssr.2019(IV-III).52

HARVARD

    HARVARD : AZEEM, A., SHOAIB, A. & NAHEED, F. 2019. Autism Spectrum in Classroom and Special Educationist: A Panorama of Challenges in Facilitating Teaching-Learning Process. Global Social Sciences Review, IV, 415-420.

MHRA

    MHRA : Azeem, Asmaa, Almas Shoaib, and Fauzia Naheed. 2019. "Autism Spectrum in Classroom and Special Educationist: A Panorama of Challenges in Facilitating Teaching-Learning Process." Global Social Sciences Review, IV: 415-420

MLA

    MLA : Azeem, Asmaa, Almas Shoaib, and Fauzia Naheed. "Autism Spectrum in Classroom and Special Educationist: A Panorama of Challenges in Facilitating Teaching-Learning Process." Global Social Sciences Review, IV.III (2019): 415-420 Print.

OXFORD

    OXFORD : Azeem, Asmaa, Shoaib, Almas, and Naheed, Fauzia (2019), "Autism Spectrum in Classroom and Special Educationist: A Panorama of Challenges in Facilitating Teaching-Learning Process", Global Social Sciences Review, IV (III), 415-420

TURABIAN

    TURABIAN : Azeem, Asmaa, Almas Shoaib, and Fauzia Naheed. "Autism Spectrum in Classroom and Special Educationist: A Panorama of Challenges in Facilitating Teaching-Learning Process." Global Social Sciences Review IV, no. III (2019): 415-420. https://doi.org/10.31703/gssr.2019(IV-III).52