We note also prospects for further innovation work towards establishing continuity between preschool and school. The article described methods of the trainers, experts and supervisors with teachers to achieve their competence to work with children with ASD, success factors and challenges faced by the trainers of teachers. Training of specialists based on an action research cycle of thoughtfully planned activities to gather, interpret, and explore data about group collaboration in order to facilitate an innovative solution. It was confirmed that the most important component of efficient support of child on the spectrum is well-coordinated work of multidisciplinary team which implements Individualized Education Program with short-term objectives and SMART goals: specific, measurable, attainable, relevant, and time-bound.
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We presented in table the ordered main indicators of quality of teachers in target areas (interaction, family, inclusion, assessment and planning, training methods, developmental environment, professional development) as well as comprehensive achievements of children with autism (using a differential diagnostic technique C.A.R.S.). To evaluate we have used the method «Tool for professional development of teachers» developed by the international community educators ISSA. One model is team work, another work of individual specialists (called «cabinet system»).
The author demonstrates the comparison of two conceptual focused on supporting the development and education of children with autism spectrum disorders (ASD). We determined the environmental resources and resources of children with autism. The article describes the pedagogical research designed to ensure educators be able to support for children with autism spectrum disorders in the educational space as well as the content of the children’s special needs and the conditions under which these needs can be satisfied. Implications for school personnel and future research have also been described. In addition, qualitative data related to barriers and facilitators have been provided. Results suggest school personnel generally believe that video conference IEP meetings can be beneficial and should be offered as an option to IEP teams. A survey was completed by school professionals ( n = 292) that included responses to Likert-scale items related to video conference IEP meetings as well as open-ended qualitative items to better understand respondent perceptions. Additionally, barriers and facilitators related to video conference IEP meetings were explored. This study sought to better understand the extent to which school personnel believe they will continue to use a video conference format for IEP meetings, even without the existence of school policy restricting face-to-face events. In addition to providing instruction using distance technology, it was necessary for schools to conduct much of their other business in a way that limited face-to-face interactions, including Individualized Education Program (IEP) meetings for students who receive special education services. pivoted to provide services to students using technology to mitigate the need for face-to-face interactions. The online version contains supplementary material available at 10.1007/s11423-w.ĭue to the COVID-19 pandemic, many schools in the U.S. The study followed a two-step design process: (1) a need analysis for identifying information domains deemed important by the stakeholders (2) through a participative iterative design process, a panel of professionals and parents provided ideas and feedbacks on the design, which was integrated in subsequent prototype versions of the "ToGather" app. To fill this gap, this study reports on the user-centered design of a web-based support tool, which aims to support communication and coordination between parents, school staff and health professionals of middle and high school students with ASD, in the context of elaborating, implementing, and following an Individualized Education Plan. However, most of them remain individual-centered and do not consider the social environment. In recent years, many psycho-educational technologies were studied to address the school-related difficulties encountered by students with autism spectrum disorder (ASD).
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