- Author:
Ghaleb M. Al-Hiary
- E-mail:
ghaleba@hu.edu.jo
- Institution:
The Hashemite University, Zarqa
- Author:
Yusef M Migdady
- E-mail:
yusefmigdady2002@yahoo.com
- Institution:
Al Albayt University, Mafraq
- Year of publication:
2019
- Source:
Show
- Pages:
277-289
- DOI Address:
https://doi.org/10.15804/tner.2019.55.1.23
- PDF:
tner/201901/tner5523.pdf
There is a great deal of concern in respect to the increase autism prevalence rates. Teachers are responsible for teaching students in their classrooms. However, research findings suggest that special education teachers are underprepared and express ‘low” to “moderate” levels of knowledge about autism. Analysis of several databases revealed no studies concerning levels of knowledge about autism among pre-service special education teachers. The presented study aimed at investigating pre-service special education teachers’ levels of knowledge about autism. A test was developed for the purpose of this study. Further, a sample of 56 pre-service special education teachers responded to the study test. Participants were enrolled in a training session of 12 hours, 4 times a week. The participants responded to pre- and posttest. Results indicated that the levels of knowledge among the study sample was within the “low” range. However, this shifted toward the “moderate” levels after finishing the training. Additionally, there were no differences between male and female participants and year level in respect to the levels of knowledge about autism either before or after receiving the training. The participants differ in the levels of knowledge on GPA rating in the pretest results, but not the posttest results.
- Author:
Agnieszka Łaba
- Year of publication:
2015
- Source:
Show
- Pages:
201-211
- DOI Address:
https://doi.org/10.15804/tner.2015.39.1.17
- PDF:
tner/201501/tner20150117.pdf
The play world of children with autism is based on a fixed formula of their behaviour. They do not participate willingly in games taken up spontaneously and any attempts to initiate them or join games voluntarily are not always successful. They wish to participate in social contacts like every child, they have motivation towards it but they lack the appropriate knowledge and skills in how to get involved in them normally (Pisula, 2005, p. 103; see Njardvik, Matson & Cherry, 1999, pp. 287-295). The effective method that supports problem solving and enables children to learn social skills, including play skills, is the usage of Comic Strip Conversations, which arranges in a systematic way “what people say and do, and emphasize what people may be thinking” (Gray, 1994, p. 1).
- Author:
Agata Wentz
- Institution:
Uniwersytet Pedagogiczny im. KEN w Krakowie
- Year of publication:
2019
- Source:
Show
- Pages:
213-224
- DOI Address:
https://doi.org/10.15804/em.2019.01.12
- PDF:
em/10/em1012.pdf
Autyzm jest zaburzeniem neurorozwojowym, które manifestuje się w obszarach związanych między innymi z relacjami społecznymi, komunikacją werbalną i niewerbalną. W ciągu ostatnich dziesięciu lat liczne kampanie społeczne na całym świecie, także w regionie Półwyspu Arabskiego, podniosły ogólny poziom świadomości na temat tego zaburzenia zarówno wśród rodziców, jak i ekspertów. Jednakże tradycyjne wierzenia i przekonania pozostają nadal istotnymi czynnikami, które kształtują zachowania związane z profilaktyką prozdrowotną i nastawieniem do kwestii związanych z szeroko pojętym zdrowiem psychicznym. Niniejsze opracowanie omawia znaczenie tych czynników, a także religii, na percepcję zaburzeń ze spektrum autyzmu w regionie państw GCC (Rady Współpracy Zatoki).
- Author:
Alicja Gałązka
- Institution:
University of Silesia in Katowice
- Author:
Marta Dick-Bursztyn
- Institution:
University of Rzeszów
- Year of publication:
2019
- Source:
Show
- Pages:
191-207
- DOI Address:
https://doi.org/10.15804/tner.19.58.4.15
- PDF:
tner/201904/tner5815.pdf
The aim of the paper is the presentation of the complex problem of a lifelong developmental disorder, known as Autistic Spectrum Disorders (ASD), in the context of inclusive education offered to these students in general, and in teaching of English as a Foreign Language in particular. First, the theories and typical symptoms of autism will be outlined, followed by examining the behaviours that enable teachers to recognise these form of disorders during lessons at school. Next we review some strategies and teaching techniques that may prove efficient and successful in the ELT classroom for both teachers and autistic students. Finally, we concentrate on the analysis of the data collected as a result of a small-scale qualitative study conducted among a group of EL teachers involved in teaching autistic learners. The study was designed with the purpose of interviewing teachers about the efficiency and successfulness of the currently recommended teaching techniques in their classrooms with ASD students.
- Author:
Olha Stoliaryk
- E-mail:
olgastolarik4@gmail.com
- Institution:
Ivan Franko National University of Lviv, Ukraine
- ORCID:
https://orcid.org/0000-0003-1105-2861
- Author:
Tetyana Semigina
- E-mail:
semiginа.tv@gmail.com
- Institution:
Member of the National Qualifications Agency, Ukraine
- ORCID:
https://orcid.org/0000-0001-5677-1785
- Year of publication:
2022
- Source:
Show
- Pages:
209-220
- DOI Address:
https://doi.org/10.15804/tner.2022.69.3.16
- PDF:
tner/202203/tner6916.pdf
The study evaluated the effectiveness of the intervention for families raising children with autism aimed to improve the family’s quality of life, strengthen its capacity, and expand rights and opportunities. The experimental intervention was implemented at the Educational and Rehabilitation Center for Children with Autism “Trust” (Lviv, Ukraine). It had one experimental group (30 people) and two control groups (60 people). The effectiveness and duration of the intervention effects were assessed using a before/after study design with the same questionnaire. Findings from the survey evidence the effectiveness of the intervention, in particular, for expanding the family’s capabilities, its capacity, improving relationships in family subsystems, increasing parental competence, and improving well-being. Limitations of the intervention are discussed.
- Author:
Beata Gumienny
- E-mail:
bgumienny@ur.edu.pl
- Institution:
Uniwersytet Rzeszowski, Polska
- ORCID:
https://orcid.org/0000-0002-2022-9633
- Year of publication:
2023
- Source:
Show
- Pages:
67-86
- DOI Address:
https://doi.org/10.15804/kie.2023.01.05
- PDF:
kie/139/kie13905.pdf
Creating an impaired identity of the Other in the educational environment (psychiatricization)
The aim of the article, based on a qualitative study, is to identify and interpret the meanings parents assign to messages conveyed by school personnel about the behavior of students with moderate and severe intellectual disabilities coupled with autism. The main research objective is to present the mechanism of impairment of the identity of pupils in special education, known as psychiatricization. The phenomenon of psychiatricization occurs in situations where school staff abuse and misinterpret the behaviour of people with intellectual disabilities, looking for mental illness in the behaviours they present. One of the reasons for this phenomenon is the misunderstood, behavioural-coded communication of pupils perceived as mentally ill by teachers who are convinced they should be diagnosed and treated with appropriate psychotropic drugs in order to subdue and quieten the awkward pupil. A consequence of the activities and discourse of school staff, i.e. psychiatricization, including stigmatization, harm, abuse of power-knowledge, is falsifying the identity of students, depriving them of opportunities and opportunities for optimal development and satisfying their special educational needs. The presented qualitative research is located in the constructivistinterpretative paradigm, and the mainstream of the scientific narrative is the critical theory.
- Author:
Jacek Błeszyński
- Institution:
Nicolaus Copernicus University Toruń, Poland
- Year of publication:
2004
- Source:
Show
- Pages:
17-28
- DOI Address:
https://doi.org/10.15804/tner.04.2.1.02
- PDF:
tner/200401/tner202.pdf
The author concentrates on the problem of autism defined by most diagnostic classifications as a disturbance in development - it embodies the domain of sodal and communieative activity. The best known classifications (L. Kanner, M. Rutter, E.R. Ritvo, Diagnostic and Statistic Manual of Mental Disorders - IV) give some information about etiology and methodology in the research of autism. The author pays his attention to the methods of improving communication with autistic children.
- Author:
Jacek Błeszyński
- Institution:
Nicolaus Copernicus University Toruń,
- Year of publication:
2004
- Source:
Show
- Pages:
185-209
- DOI Address:
https://doi.org/10.15804/tner.04.4.3.15
- PDF:
tner/200403/tner415.pdf
The author of the article presents the philosophical and methodological basis of the Veronica Sherbornes Developmental Movement Method applied to working with children displaying deep developmental deficiencies, including autism. In the empirical part, he presents the results of the research concerned with effectiveness of the method's application in the work with autistic children and ends with his conclusions.