Abstract

FORTUNY GUASCH, Rosa  and  SANAHUJA GAVALDA, Josep M.. Comparison of Teaching Strategies Used at Two Mainstream Schools with Autism Spectrum Disorder (ASD) Students. Educación [online]. 2020, vol.44, n.1, pp.62-92. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v44i1.36889.

In Catalonia (Spain), students with Autism Spectrum Disorder (ASD) enrolled in inclusive education receive support from the Intensive Support Service for Inclusive Education Program (SIEI), either in mainstream or special needs classrooms. However, many teachers find it challenging to include ASD students in mainstream classrooms, since they must develop a variety of strategic teaching methodologies: use of clear openings and wrap-ups, use of examples and specific language, presentation of oral information using visual support materials, use of activities to peak student interest and the need to anticipate, just to name a few examples. Given the large variety of teaching methodologies, the objective of this study is to identify which teaching strategies are used with ASD students in mainstream classrooms and compare them with those used in SIEI classrooms. A qualitative and descriptive study was developed based on classroom observation and interviews using a sample of two primary schools. According to the results, both schools use multiple strategies, although some strategies are not considered, such as generalizations. Also, SIEI classrooms tend to place ADD students outside the regular classroom where the support teacher is more of a tutor. However, in regular classrooms, the support teacher spends more time working with low functioning ASD students while high functioning ASD students receive support from their peers. Finally, there is a need to develop more educational programs aimed at teachers to foster greater inclusion of ASD students.

Keywords : Teaching Strategies; Autistic Spectrum Disorder (ASD); Inclusive Education; Special Education Teachers.

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