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Sima Pouya; Enesnur Bayindir; Sahar Pouya – Support for Learning, 2024
Autistic people need sensory gardens specially designed for them to improve psychologically and physically. It also helps them get able to participate in society. The aim of the present study was to plan the close environment of the Inönü University Foundation Special Education and Rehabilitation Center (IFSER) as a sensory garden for children…
Descriptors: Autism Spectrum Disorders, Children, Gardening, Students with Disabilities
Chandra Lebenhagen – Journal of Education, 2024
This study investigated the self-reported school experiences of autistic students in Canada using a critical disability framework and a phenomenological research lens. Student perception data were collected using a mixed-method convergent parallel research design. Quantitative survey data (n = 72) and qualitative data (n = 19 open-ended responses…
Descriptors: Autism Spectrum Disorders, Student Attitudes, Inclusion, Foreign Countries
Laura Gormley; Devon Ramey; Carrie Grennan; Nathalie Koka – European Journal of Education, 2024
Individual education plan (IEP) quality is a strong predictor of student outcomes and progress towards their goals. In the Republic of Ireland, unlike many other jurisdictions, IEPs are not compulsory, regulated or assessed. Therefore, the aim of our co-produced, mixed-methods study was to identify and understand the IEP priorities of the autistic…
Descriptors: Foreign Countries, Individualized Education Programs, Autism Spectrum Disorders, Advocacy
Sylwia Macinska; Shane Lindsay; Tjeerd Jellema – Journal of Autism and Developmental Disorders, 2024
Using eye-tracking, we studied allocation of attention to faces where the emotional expression and eye-gaze dynamically changed in an ecologically-valid manner. We tested typically-developed (TD) adults low or high in autistic-like traits (Experiment 1), and adults with high-functioning autism (HFA; Experiment 2). All groups fixated more on the…
Descriptors: Foreign Countries, Undergraduate Students, Students with Disabilities, Autism Spectrum Disorders
Nurturing School Well-Being: Insightful Perspectives on Key School Features for Students with Autism
Mohammad A. AL Jabery; Diana H. Arabiat – Journal of Social Studies Education Research, 2024
There is a growing focus on the holistic welfare of students within educational settings, yet there is still a notable gap in understanding the experiences of students with autism in relation to school well-being. The purpose of this study is to examine parental perspectives on the concept of school well-being for their primary school-aged…
Descriptors: Foreign Countries, Elementary School Students, Students with Disabilities, Autism Spectrum Disorders
Mercé Barrera Ciurana; Odet Moliner García – Studies in Higher Education, 2024
The number of students with autism spectrum disorder in university is progressively increasing, which implies great challenges for higher education. Existing literature indicates that students with Autism Spectrum Disorder face many barriers to their participation and learning, some of which are attributed to teaching practices. Thus, this keeps…
Descriptors: Access to Education, Students with Disabilities, Autism Spectrum Disorders, College Students
Yung-Ting Tsou; Maedeh Nasri; Boya Li; Els M. A. Blijd-Hoogewys; Mitra Baratchi; Alexander Koutamanis; Carolien Rieffe – Autism: The International Journal of Research and Practice, 2025
Autistic children are often reported less socially connected, while recent studies show autistic children experiencing more loneliness in school than allistic (i.e. non-autistic) children, contradicting the traditional view that autistic children lack social motivation. This study aimed to understand individual differences in how social…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Psychological Patterns, Peer Relationship
Aspasia Stacey Rabba; Jodie Smith; Gabrielle Hall; Vanessa Alexander; Kate Batty; Poulomee Datta; Emma Goodall; Melanie Heyworth; Siobhan Lamb; Wenn Lawson; Rozanna Lilley; Katy Reid; Najeeba Syeda; Elizabeth Pellicano – Autism: The International Journal of Research and Practice, 2025
Successful partnerships between families and schools can substantially improve children's success in and out of school. Yet parents of autistic children often report considerable challenges with their children's education. Almost no research, however, has examined autistic parents' own experiences. We, therefore, sought the views and experiences…
Descriptors: Autism Spectrum Disorders, Mothers, Parent Attitudes, Parent School Relationship
Enhancing Communication Skills in Students with Autism: A UAE Case Study on iPad-Based Interventions
Mohammed Alzyoudi; Fawzi Alghazali – Educational Process: International Journal, 2025
Background/purpose: This study investigates the efficacy of iPad-based interventions in improving communication skills among students with autism, focusing on two participants with minimal functional speech. Materials/methods: A multiple baseline design was employed, consisting of two phases--a baseline phase (A), where the participants had access…
Descriptors: Tablet Computers, Intervention, Communication Skills, Students with Disabilities
Georgia Allen; Bethany Milne; Philippa Velija; Rebecca Radley – Sport, Education and Society, 2024
The number of children educated within maintained Special Educational Needs (SEN) Schools, known as special schools, in England has continued to rise since 2006, yet the 'pupil voice' of children and young people with severe learning difficulties and those attending special schools remains limited in current research. Drawing on Gramsci's theory…
Descriptors: Foreign Countries, Special Schools, Students with Disabilities, Student Attitudes
Jun Ai; Meiju Zhao; Sarah Behrens; Eva M. Horn – Journal of Behavioral Education, 2024
This study examined the effects of a professional development (PD) intervention on inservice teachers' use of embedded instruction practices within inclusive preschool classrooms. The results of a multiple baseline across participants design suggested the PD intervention was effective in increasing teachers' implementation fidelity of embedded…
Descriptors: Faculty Development, Preschool Teachers, Inclusion, Teaching Methods
Claire Wilson; Jack McKinlay; Carrie Ballantyne; Martin K. Toye – International Journal of Disability, Development and Education, 2025
Research has examined teacher attitudes, knowledge, and stigma towards inclusion of autistic children in mainstream schools. Less focus has been given to these beliefs among parents. This is problematic as parents are important in the implementation of inclusion and fostering a positive school environment. The current study examined differences in…
Descriptors: Parent Attitudes, Inclusion, Autism Spectrum Disorders, Mainstreaming
Elise Robinson; Laura Crane – British Journal of Special Education, 2025
Drama is a subject through which pupils can explore and develop their social learning. Previous research into drama-based pedagogy has predominantly centred on outcomes that benchmark Autistic socialising against non-Autistic standards. This corrective ideology has been critiqued in the light of emerging research into the damaging impact of…
Descriptors: Drama, Autism Spectrum Disorders, Students with Disabilities, Program Effectiveness
Sarosha Pillay; Madeleine Duncan; Petrus J. de Vries – Autism: The International Journal of Research and Practice, 2024
Autism spectrum disorder is a growing public health concern in low-and middle-income countries that has prompted a World Health Organization resolution on "comprehensive and coordinated efforts for management of autism spectrum disorder." Despite being a signatory of the resolution, South Africa does not have any national policies to…
Descriptors: Autism Spectrum Disorders, Foreign Countries, Developing Nations, Government Employees
Yong-Hwee Nah; Pauline Sok-Ping Tan – International Journal of Early Childhood, 2024
This study investigated the effects of labels on preschool teachers' attitudes (i.e. openness) towards the strengths and difficulties of autistic preschool students in the mainstream setting. It also examined the differential effect of disclosure of a specific or a generic label, and the teacher-related factors influencing their attitude. Sample…
Descriptors: Labeling (of Persons), Preschool Teachers, Teacher Attitudes, Preschool Children