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Social and individual aspects of classroom learning in students with Autism Spectrum Disorder: an action research pilot study on assessment.

Artikel i vetenskaplig tidskrift
Författare Jakob Åsberg
Ulla Zander
Eric Zander
Annika Dahlgren Sandberg
Publicerad i European Journal of Special Needs Education
Volym 27
Nummer/häfte 1
Sidor 115-127
ISSN 1469-591X
Publiceringsår 2012
Publicerad vid Psykologiska institutionen
Sidor 115-127
Språk en
Länkar dx.doi.org/10.1080/08856257.2011.64...
Ämnesord School, Learning, Autism, Asperger’s syndrome, Literacy, Action research, Special education
Ämneskategorier Barn- och ungdomspsykiatri

Sammanfattning

The current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD. Interview data is presented on the perceived utility of the questionnaire for understanding and planning classroom instruction for the children with ASD through the eyes of the students’ teachers and their parents, as assessed during an Individual Education Plan meeting. Further, teacher ratings obtained by means of the instrument were found to differentiate a group of students with ASD (n = 10) from a group of typically developing children matched with regard to grade year, word reading ability and receptive vocabulary (n = 10). Implications and future directions are discussed, as are limitations of this pilot study.

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