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Educational Approaches to Improve Communication Skills of Learners with Autism Spectrum Disorder and Comorbid Intellectual Disability: An Integrative Systematic Review
Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL). Kristianstad Univ, Fac Educ, Kristianstad, Sweden.ORCID iD: 0000-0002-0119-5490
2023 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 67, no 1, p. 51-68Article, review/survey (Refereed) Published
Abstract [en]

Enabling functional communication is critical for accessibility in school and society for all pupils. This systematic review analyzed the results of educational studies on developing communication skills for learners (<= 21 years) with autism spectrum disorder and comorbid intellectual disability. Systematic database searches were conducted using ERIC, MEDLINE, and PsycINFO. Seventeen of 208 peer-reviewed articles in English published between 1990 and 2020 met the inclusion criteria. The analysis identified various educational approaches, ranging from using alternative linguistic tools (e.g., signs and gestures) to physical devices (e.g., visual cues), and also examined instructional approaches used by educators. The synthesis shows heterogeneity of methods used, resulting in weak evidence for any model's impact on this pupil group's communication skills development and concomitant possibilities to affect their school situation. In addition, the analysis demonstrated that personnel performance crucially affects children's opportunities to learn regardless of the approach used. Directions for future research are concluded.

Place, publisher, year, edition, pages
Routledge, 2023. Vol. 67, no 1, p. 51-68
Keywords [en]
Autism, communication skills, educational approaches, empowerment, intellectual disability, special educational needs
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:mau:diva-46703DOI: 10.1080/00313831.2021.1983862ISI: 000708301900001Scopus ID: 2-s2.0-85117294504OAI: oai:DiVA.org:mau-46703DiVA, id: diva2:1609501
Available from: 2021-11-08 Created: 2021-11-08 Last updated: 2024-10-14Bibliographically approved
In thesis
1. Att få tillträde till lärprocesser: professionell utveckling för lärare som undervisar elever med intellektuell funktionsnedsättning och autism i grundsärskolan
Open this publication in new window or tab >>Att få tillträde till lärprocesser: professionell utveckling för lärare som undervisar elever med intellektuell funktionsnedsättning och autism i grundsärskolan
2022 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis aims to contribute to knowledge about how teachers can develop their practice to enable students with intellectual disability (ID) and autism to participate in education. Pragmatism, situated learning, and variation theory have been guiding the studies. The research program follows an iterative design with an exploratory sequential design. The initial phase synthesized findings from practice-based research in the educational context of children with ID and co-occurring autism. In the next step, an intervention using Lesson Study, inspired by identified gaps in the research, targeting teachers' professional development and students' learning, was explored through quantitative and qualitative analyses of pre-and post-test data. After the initial examination, the intervention was adjusted and implemented in compulsory schooling for pupils with learning disabilities (CSPLD), for pupils with ID and autism. The main research question was: What, in a professional development program, contributes to enhancing teachers' abilities to develop teaching to increase educational participation for pupils with ID and autism?The narrative synthesis discerned six factors of importance to developing teaching practices in the Swedish CSPLD and thereby promoting contextualized inclusion for pupils with ID and autism. Namely, a. the inportance of collaborative work, b. focus on the pupils' participation in learning situations, c. distance to own teaching by video-based reflections, d. structured observations, e. analyses of how the design of lessons affects pupils' learning, f. changed focus from pupils' behavior to teaching and learning, and more generally, continuity regarding professional development over time. In conclusion, to gain further knowledge of teaching and learning in the context of CSPLD and achieve sustainability in the community where teachers share knowledge and curiosity about teaching and learning, Lesson Study is recomended as part of the SEND teacher commitment.

Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2022. p. 172
Series
Malmö Studies in Educational Sciences: Doctoral Dissertation Series, ISSN 1651-4513 ; 98
Keywords
Autism, Educational participation, Intellectual disability, Practice-based research, Professional development, Special didactics, Teacher-researcher collaboration
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-51470 (URN)10.24834/isbn.9789178772629 (DOI)9789178772612 (ISBN)9789178772629 (ISBN)
Public defence
2022-05-25, Aulan Hälsa och samhälle eller via livesändning, Jan Waldenströms g. 25, Malmö, 13:15
Opponent
Supervisors
Funder
Swedish Research Council
Note

Due to copyright reasons, article 4 is not included in the fulltext online.

Available from: 2022-05-16 Created: 2022-05-16 Last updated: 2024-03-07Bibliographically approved

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Klefbeck, Kamilla

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