Please enable JavaScript.
Coggle requires JavaScript to display documents.
Improve Quality of Life of Students with Autism at School - Coggle Diagram
Improve Quality of Life of Students with Autism at School
A conceptual model of individual quality of life.(Schalock et al., 2016)
self-determination
Lifespan perspective
#
Curriculum and teaching Pedagogy
#
Response to individual learners
Tailored inclusive practice:
attention to curriculum challenges
Example teaching reading to junior secondary students with ASD : Bishop & Isbester (2016):
Formative assessment in class
#
#
Pay close attention to student data
Team approach managing diversity where strategic decision-making is based on student data in relation to the curriculum.
Teacher's quality
Professional characters
#
#
Personal characters
#
the model for educational quality of life (Faragher & Van, 2017)
Creating autonomy-supportive environments enables students to act in ways that address their need and to enhance autonomous motivation and well being. (Shogren at al., 2017)
Empowerment
Students with ASD perceive higher levels of self-determination but fewer opportunities and supportive mechanism for self-determination at school (Carter et al., 2020).
#
students with autism spectrum disorder (ASD) can develop abilities and skills associated with self-determination (Morán et al., 2021).
Self-Determined Learning Model of Instruction (SDLMI)
&
Self-Determined Career Development Model(SDCDM)
(Powers et al., 2012)
#
support
research on self-directed learning
process of self-regulated problem solving
self-determined action
enhanced recreation and leisure participance increases self-determination (Dattilo & Rusch, 2012).
#
Self-Determination Theory (SDT)
(Shogren et al., 2017)
the importance of autonomous motivation and the fulfillment of basic psychological needs for competence, relatedness, and autonomy.
domains of wellbeing
Learning
#
students' voice
#
students' identity
Personhood:
ASD students want and need to be respected and valued as an individual person, not as part of homogenous group because of shared autistic label (Goodall, 2018; Florian, 2010).
Schools need to ensure ASD students not only access the curriculum, but be included in the leaning and community of the classroom
rights
School community
#
#
#
engage family, communities, students and external experts together in decision making and school activities related to ASD (Forlin et al., 2014).
Building a shared vision among stakeholders: believing that every child can succeed in inclusive schools
School organisation
#
#
Visions and culture
Schools need to create a climate of acceptance for all students by embracing individual differences
（Lindsay et al., 2014).
#
Accessibility
Students with ASD has affinity to routine and predictability (Mostafa, 2014).
Physical design
Buffer areas: Garden, study booth, free-play...
Class Arrangement base on stimuli functions
The spatial sequence ideally should be on the typical scheduled use of spaces and allow a seamless transition from one activity to the next through one-way circulation (Altenmuller-Lewis, 2017).
Students with ASD are not obtaining the support they need and often fail to successfully participate and achieve both in and after school (Burgess and Cimera 2014).
students with ASD may experience isolation physically and academically by some teaching practices and methods used for curriculum delivery (Hayes et al., 2013).
“State Parties recognise the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, State Parties shall ensure an inclusive education system at all levels … .” (CRPD, 2006).
Whole-school approach to inclusion
(Roberts & Webster, 2017)
Leadership
Active engagement
(Bays and Crockett 2007).
3 more items...
physical wellbeing
#
#
Safety is one of the concerns for students with autism who may have an altered sense of their environment and little or no awareness of danger (Mostafa, 2014; APA, 2013).
the layout and organization of the facilities and the intent of the design should be to allow the greatest possible freedom and independence for all students while minimizing hazards, security risks or behavioural triggers for those with ASD (Altenmuller-Lewis, 2017).
Emotional wellbeing
Causes of Negative Emotions in Students with Autism Spectrum Disorders at school
(Lindsay et al., 2014)
#
bullying
#
School community
(Faragher & Van, 2017)
ensure the
school community
, including typically developing students are educated about ASD (Danker et al., 2019).
workload
ASD students often understand and strongly share a large amount of information covering a narrow or preferred topic of interest (APA, 2013; Klin et al., 2007).
Students report more positivity of engaging in class when teachers embed ASD students' interets into study content (Saggers et al., 2011; Danker et al., 2019).
School leaders:
Personal developments for teacher to be better at addressing ASD student's learning challenges in pedagogy
#
Communication between teachers:
Decrease the possibility of finishing multiple homework of different subjects in one day
sensory sensitivities
Confusing and unpredictable school environments for ASD students (Saggers, 2015).
Remove sensory barriers by allowing the use of time-out cards in class
Material wellbeing
interpersonal relations
positive relationship underpinned by understanding is fundamental importance for students with ASD (Brede et al., 2017).
ASD students may find it boring to socialize with people, even if they know it has benefits
Socialization and Communication Difficulties & Difficulty understanding the behavior of students around them for ASD Students (Blacher et al., 2014).
Note that some students with ASD reported prefer time on their own (O'Hagan & Hebron, 2017).
school can create more private study booth for ASD students to enjoy their own time.
Being bullied and ridiculed (Poon et al., 2014).
#
good relationships with peers
non-academic clubs during recess and lunch
Using peer education to establish awareness and understanding of ASD is a vital task for schools as underpinning acceptance (Tonnsen & Hahn, 2015; Williams, Gleeson, & Jones, 2017).
The school provides social skills instruction for ASD students to develop social interaction skills and support to maintain positive peer relationships (Carter et al., 2014).
1 more item...
Students with ASD feel unsupported and misunderstood by teachers in mainstream schools (Sproston et al., 2017).
Teachers establish positive relationships (Saggers, 2015).
#
Flexible teaching style (Sciutto at al., 2012).
Being supportive and understanding (Saggers et al.,2015).
personal development
'Help students with ASD regard themselves not only as "beings" who are constructing their childhood but also "becomings" who are thinking oof themselves as adults in the future'
(Adams, 2013; Doren & Kang, 2016).
Inner assest to be open-minded of disability
(Doren & Kang, 2016)
Being able to address their needs at school & advocate for themselves while being independent
(Able et al., 2015).
Understanding ASD
Be aware of ASD
enable them to self-advocate with ASD
School efforts for supporting skill developments for post-school life
social inclusion