Szkoła inkluzyjna jako przestrzeń (nie)przyjazna sensorycznie dla uczniów z zburzeniami ze spektrum autyzmu w opinii nauczycieli szkół inkluzyjnych
Inclusive school as (un)friendly sensory space for students with autism spectrum disorder in the teachers’ opinion

Summary/Abstract: Every year an increasing number of students with autism spectrum disorder (ASD, cf. DSM-5) start inclusive education in kindergartens and public schools. The characteristics of autism symptoms include inadequate response to sensory stimuli, stem from incorrect reception or processing. Students with ASD are exposed to high intensity of various sensory stimuli in schools, which can have a significant negative impact on their functioning and learning. The aim of the study presented in the article was to find out the elements of the school environment that impede or facilitate functional training of students with ASD. Research data conducted in accordance with the method of focus group interviews have been interpreted as part of the ASD-friendly school concept. The results are followed by three recommendations for teachers to reorganize school environment for students with ASD: (1) to protect activities against the occurrence of abnormal reactions to external stimuli, (2) to find activities satisfying students’ sensory needs and (3) to enable learning to respond correctly to external stimuli.

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