[en] This study aimed to identify which aspects of teacher-student interactions contribute to a successful inclusion of students with autism spectrum disorder (ASD) in mainstream secondary classrooms. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed. Eight studies fulfilled our criteria, and we identified teacher-related and student-related themes. Most of the included studies did not focus on interactions between teachers and students with ASD, but on requirements that could influence these interactions. Teachers often seemed to infer the needs of students with ASD during their interactions, which, as we illustrate, may not always be in line with their actual needs. We discuss the implications of this gap in the literature and how to bridge this gap.
Disciplines :
Education & instruction
Author, co-author :
ESQUEDA VILLEGAS, Maria Fernanda ✱; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) > Teaching and Learning ; RUG - University of Groningen
van der Steen, Steffie ✱; Department of Inclusive and Special Needs Education, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, Netherlands
Minnaert, Alexander ✱; Department of Inclusive and Special Needs Education, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, Netherlands
✱ These authors have contributed equally to this work.
External co-authors :
yes
Language :
English
Title :
Interactions Between Teachers and Students with Autism Spectrum Disorder in Mainstream Secondary Education: Fundamental, yet Under-Researched
Publication date :
June 2024
Journal title :
Review Journal of Autism and Developmental Disorders
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