ΣΥΜΠΕΡΙΛΗΨΗ ΜΑΘΗΤΩΝ ΠΟΥ ΥΠΑΓΟΝΤΑΙ ΣΤΟ ΦΑΣΜΑ ΤΟΥ ΑΥΤΙΣΜΟΥ ΣΕ ΣΧΟΛΕΙΑ ΤΗΣ ΤΥΠΙΚΗΣ ΔΕΥΤΕΡΟΒΑΘΜΙΑΣ ΕΚΠΑΙΔΕΥΣΗΣ ΣΤΗΝ ΕΛΛΑΔΑ
INCLUSION OF STUDENTS WHO BELONG TO THE AUTISM SPECTRUM IN MAINSTREAM SECONDARY SCHOOLS IN GREECE

Summary/Abstract: This study focuses on the inclusion of secondary school students in Greece, who belong to the spectrum of autism. Its purpose is to achieve the removal of the exclusion of children with autism and their inclusion. With reference to the methodology followed, first the differentiation between integration and inclusion is highlighted and then each method is listed separately. Teaching in informal learning environments enhances cooperation and social interaction of students with autism with typical students and thus they stop feeling marginalized.The reformation of school leadership combined with the role of mentors helps to train teachers in autism issues so that effective intervention plans can be followed for each case. Also, the development of small internal networks of cooperation between the students signals the development of communication of students with autism with all their classmates, as they are development of small internal networks of cooperation between the students signals the development of communication of students with autism with all their classmates, as they are called to exchange knowledge, ideas and reflections in order to respond to a common purpose.In the results we observe that removing the deficit of social interaction of students with autism makes them feel equal members in the school community and through daily representations their behavior is determined and their thinking is organized in logical steps, so their impulsivity is also controlled. At the same time, they are trained to understand their effects on their classmates and their emotional perception is improved.We concluded that the attention patterns and academic performance of these students can be affected by a variety of classroom settings, such as visualization. Visual organization promotes structured teaching and has emerged as one of the most appropriate approaches for the educational inclusion of children with autism. Among the recommendations is the creation of differentiated teaching towards students with autism, depending on the particularities of each one.Differentiated teaching combined with changing teachers' attitudes towards inclusion lead to a deeper and more complete understanding of inclusive education practices.It was also suggested that educators should dispute established practices, proposing new ones that reflect the provision of equal opportunities in learning, but taking into account the diversity of each student who falls under the spectrum of autism. However, additional data from further studies is needed to find additional effective ways to support attention in children with autism.

• Details
• Contents