Fennell, Brian, and Karola Dillenburger. “Applied Behaviour Analysis: What Do Teachers of Students with Autism Spectrum Disorder Know.” International Journal of Educational Research, vol. 87, no. 0, 2018, pp. 110-118. Web.
The article analyzes educators’ current practices, approaches, tactics, and strategies for teaching students with autism. In particular, the authors focus on the existing academic gaps and propose improving teachers’ awareness of the most qualitative, effective, and productive methods. It is necessary to note that this source is of the most significant importance, significance, and value for an argumentative claim in terms of providing factual knowledge about the competent and correct interaction of instructors with “special learners.”
Garrad, Traci‐Ann, et al. “Attitudes of Australian Primary School Teachers Towards the Inclusion of Students with Autism Spectrum Disorders.” Journal of Research in Special Educational Needs (JORSEN), vol. 19, no. 1, 2019, pp. 58-67. Web.
Garrad’s paper synthesizes the data obtained during a deep and thorough study regarding the relationship between “teachers with autism spectrum disorders.” The results further emphasize the positive attitude of educators towards their students but reveal the insufficient education level of teachers to their pupils’ peculiarities. This article is of the most significant interest to the student due to the most accurate, objective, and reliable attempt to explain the need to promote inclusive education.
Hasson, Laurence. “Inclusivity In Education for Autism Spectrum Disorders: Experiences of Support from The Perspective of Parent/Carers, School Teaching Staff and Young People on The Autism Spectrum.” International Journal of Developmental Disabilities, vol. 0, no. 0, 2022, pp. 1-12. Web.
The article by Hasson places particular emphasis on the study of children with autism spectrum disorder (ASD), taking into account the integration of these students into academic processes in modern realities. It is noteworthy that the researchers provide additional recommendations on changing the negative trajectory for children with ASD and giving equal opportunities to everyone. In particular, this work is necessary for further understanding and understanding to create a reasoned statement based on a detailed study of the specifics of teaching “unique students” with an appeal to the experience of parents, teaching staff, and young people with autism spectrum.
Lin, Yitong. “Education of Autistic Children in Developing Countries.” Open Journal of Social Sciences, vol. 09, no. 10, 2021, pp. 109-117. Web.
The article is a brief but reasonably accurate and reliable source about the experience of teaching “unique children” in terms of achieving social and academic achievements. Regardless of the region, inclusive education is the way to the individual’s socialization and success in the life of a person with a “disease.” This work is of particular importance for the student following the most complete, distinct, and reliable disclosure of the topic of education of autistic children.
Nthibeli, Moleli. “Teaching Learners with Autism in The South African Inclusive Classroom: Pedagogic Strategies and Possibilities.” African Journal of Disability, vol. 11, no. 0, 2022. Web.
The author of this work has studied in detail the essence of approaches to interaction with students with autism. It was revealed that such pedagogical strategies as scaffolding, the use of visual cues, or group work could be an excellent solution to finding consensus between a student and a teacher. Moleli’s article is a valuable resource that can be useful in the future based on providing the best strategies and opportunities for the education, upbringing, and development of children within the inclusive education framework.
Paraskevi, Glykaki. “The Inclusion of Children with Autism in the Mainstream School Classroom. Knowledge and Perceptions of Teachers and Special Education Teachers.” Open Access Library Journal, vol. 8, no. 9, 2021, pp. 1-33. Web.
It is noteworthy that the article by Glykaki places particular emphasis on the study of the phenomenon of inclusion of children with autism in a regular school classroom. In general, there are relatively stable results of teaching “special students” in the most “standard” environment; however, further study of this case is required. It must be recognized that this resource can be vital, meaningful, and valuable since it makes it possible to assess the degree of effectiveness of working with children with autism in a regular school.