10 SES 11 B, Education for All: Developing an inclusive classroom
An effective educational and inclusive programme for a child with autism requires the expertise of a team of teachers and school staff working together in a careful, coordinated manner, in partnership with parents and family members. Competence is fundamental to understanding and designing a learning plan for children on the autism spectrum. Believing in the importance of promoting effective training opportunities for teachers, inclusion for children with autism also means developing strategies and research that investigate how to implement teachers’ awareness and competence in welcome diversity in their classes.
This research examines the training needs of regular and support teachers welcoming in mainstream primary school classes children on the spectrum. The research analyses the first step (state of the art) of implementing a new training model by focusing on what is the real training need of school professionals. The research questions are:
i) Which type of training has been delivered to teachers working with pupils with autism?;
ii) What are the actual training needs that primary school teachers have related to autism?;
iii) How further training can improve the inclusive work with children with autism?;
iv) What needs to be done to implement a new training model on a local level to promote a positive community of practice?
Methods: This research was designed as an action research collaborative case study using multi-methods approach, thus allowing the researcher to catch the complexity of each single case through a deep detailed analysis of selected aspects. The researcher team explored the questions described above involving primary school teachers active in the province of Monza and Brianza (Northern Italy) through focus groups (3), semi-structured interviews (9) and questionnaires (185). The qualitative and quantitative data collected during the research were analysed using Interpretative Phenomenological Analysis (IPA).
The research findings highlight that there is a very high training need about autism and inclusion in mainstream primary school teachers that welcome a child on the spectrum. The delivered training hasn’t been enough for supporting the awareness and competence on this specific educational topic. Participants declare to know what autism is but they feel what they know is not yet sufficient to properly support an autistic pupil at school. The results highlight that a new training model is needed: it should be able to increase the teachers’ ability to make inclusion happen in every school through an active and participatory methodology. Mainstream primary school teachers that participated at this research has been widely trained on the topic of autism but it is not enough to be surely able to teach in an inclusive classroom. A new active and modular training can be the opportunity to strengthen teaching end educational skills, making the teacher capable to support the pupil across the whole scholastic span.
Alessandrini G. (2016). Nuovo manuale per l’esperto nei processi formativi, Carocci, Roma: Carocci. Alessandrini G., & Buccolo M. (eds.). (2010). Comunità di pratica e pedagogia del lavoro. Un nuovo cantiere per un lavoro a misura umana. Lecce: Pensa. American Psychiatric Association (eds.) (2013). Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition) - DSM-V. Washington DC: APA. Bennardi I. (2015). Riflessioni di un insegnante di sostegno nella scuola inclusiva. Educazione democratica. Rivista di Pedagogia politica, Oltre la medicalizzazione: tornare a educare. 9, 103-109. Boroson B. (2011) Autism spectrum disorder in mainstream classrooms. How to reach and teach students with ASDs. Boston: Scholastic. Caldin R. (2012) “Verso dove? L’abitare familiare e insolito della Pedagogia Speciale”. In d’Alonzo L. – Caldin R. (eds.), Questioni sfide e prospettive della Pedagogia speciale. L’impegno della comunità di ricerca (pp. 247-269). Napoli: Liguori editore. d’Alonzo L. (2012) Come fare per gestire la classe nella pratica educativa. Firenze: Giunti Scuola. d’Alonzo L. (2002) Integrazioni e gestione della classe. Brescia: La Scuola. Goussot A. (2015) “I rischi di medicalizzazione nella scuola. Paradigma clinico-terapeutico o pedagogico?”. In Educazione democratica. Rivista di Pedagogia politica V, 9-31. Molteni P., Folci I., d’Alonzo L. (2017). Saper includere alunni con autismo nella scuola priaria. Gli esiti di una ricerca sulla percezione di insegnanti ed educatori. Autismo e disturbi dello sviluppo, 15, 171-193 Negri S. (ed). (2014). La consulenza pedagogica. Roma: Carocci. Parsons, S., Guldberg, K., MacLeod, A., Jones, G., Prunty, A., Balfe, T. (2011). International review of the evidence on best practice in educational provision for children on the autism spectrum. European Journal of Special Needs Education, vol. 26, 1, 47-63. Reason P., Bradbury H. (2001). Handbook for Action Research. Participative inquiry and practice. London: Sage Publications. Trinchero R.(2004). I metodi della ricerca educative. Bari: Laterza. Wenger E. (2006) Comunità di pratica. Apprendimento, significato e identità. Milano: Raffaello Cortina. Zammuner V. L. (2003). I focus group. Bologna: Il Mulino.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.