Inclusion of children with autism spectrum disorders through shared peer activity

Authors

  • Stephen Von Tetzchner University of Oslo, Oslo, Norway
  • Elisabeth Grindheim University of Oslo, Oslo, Norway

DOI:

https://doi.org/10.5902/1984686X9830

Keywords:

Autism Spectrum Disorder, inclusion, peer relations, enculturation.

Abstract

http://dx.doi.org/10.5902/1984686X9830

Inclusion may be defined as having a full and active part in the life of the mainstream kindergarten or school. There are professional, political and ethical reasons for striving for inclusion and there are different approaches to how inclusive education and training of children with autism spectrum disorders (ASD) should be organized. The basis for the illustrative case excerpts presented here is a blend of social constructivism, event cognition and ecological psychology. Children with ASD vary widely and intervention has to be based on knowledge about development, learning and autism in general, as well as knowledge about the individual child and his or her proximal environment or ecology. Many children with ASD need some one-to-one education but participation in child-managed activities and events is a core element of true inclusion. The case excerpts illustrate principles for how this may be achieved.

 

 

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Published

2013-11-06

How to Cite

Tetzchner, S. V., & Grindheim, E. (2013). Inclusion of children with autism spectrum disorders through shared peer activity. Special Education Magazine, 26(47), 507–522. https://doi.org/10.5902/1984686X9830

Issue

Revista Educação Especial, v. 26, n. 47, set./dez. 2013

Section

Dossier: Austism Spectrum Disorder and Special Education

License

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