What does the literature say about teaching methods for students with autism spectrum disorder? An integrative literature review
Considering the considerable number of students with autism who attend regular classes, it is necessary that teachers implement intervention practices that favor the academic development of this population. In this scenario, the primary purpose of this study is to identify, through an integrative l...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Arizona State University
2018-02-01
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| Series: | Education Policy Analysis Archives |
| Subjects: | |
| Online Access: | https://epaa.asu.edu/ojs/article/view/3528 |
| _version_ | 1818520274184699904 |
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| author | Mariana Queiroz Orrico de Azevedo Débora R. P. Nunes |
| author_facet | Mariana Queiroz Orrico de Azevedo Débora R. P. Nunes |
| author_sort | Mariana Queiroz Orrico de Azevedo |
| collection | DOAJ |
| description | Considering the considerable number of students with autism who attend regular classes, it is necessary that teachers implement intervention practices that favor the academic development of this population. In this scenario, the primary purpose of this study is to identify, through an integrative literature review, teaching methods implemented by teachers of children with autism, in regular classes. In addition, this review aims to: identify student skills that were focus of the intervention studies; characterize the professional profile of the educators; describe the students’ characteristics and; based on the model of Libâneo (1994), characterize the teaching methods described. Theses and dissertations published in Brazil, between 2008 and 2013 were considered. The 20 studies identified revealed, for the most part, that teachers had limited professional training and students were behind in grade level. Only nine investigations focused on developing students' academic skills. The four teaching methods proposed by Libâneo (1994), associated or not with other practices, were identified. The results highlight the need of providing training programs that enable teachers to implement effective pedagogical practices in the education of students with autism. |
| first_indexed | 2024-12-11T01:35:09Z |
| format | Article |
| id | doaj.art-4f11cd4e241b4196b70772133430a485 |
| institution | Directory Open Access Journal |
| issn | 1068-2341 |
| language | English |
| last_indexed | 2024-12-11T01:35:09Z |
| publishDate | 2018-02-01 |
| publisher | Arizona State University |
| record_format | Article |
| series | Education Policy Analysis Archives |
| spelling | doaj.art-4f11cd4e241b4196b70772133430a4852022-12-22T01:25:13ZengArizona State UniversityEducation Policy Analysis Archives1068-23412018-02-0126010.14507/epaa.26.35281719What does the literature say about teaching methods for students with autism spectrum disorder? An integrative literature reviewMariana Queiroz Orrico de Azevedo0Débora R. P. Nunes1Universidade Federal do Rio Grande do NorteUniversidade Federal do Rio Grande do NorteConsidering the considerable number of students with autism who attend regular classes, it is necessary that teachers implement intervention practices that favor the academic development of this population. In this scenario, the primary purpose of this study is to identify, through an integrative literature review, teaching methods implemented by teachers of children with autism, in regular classes. In addition, this review aims to: identify student skills that were focus of the intervention studies; characterize the professional profile of the educators; describe the students’ characteristics and; based on the model of Libâneo (1994), characterize the teaching methods described. Theses and dissertations published in Brazil, between 2008 and 2013 were considered. The 20 studies identified revealed, for the most part, that teachers had limited professional training and students were behind in grade level. Only nine investigations focused on developing students' academic skills. The four teaching methods proposed by Libâneo (1994), associated or not with other practices, were identified. The results highlight the need of providing training programs that enable teachers to implement effective pedagogical practices in the education of students with autism.https://epaa.asu.edu/ojs/article/view/3528Transtorno do espectro autistamétodo de ensinorevisão integrativa da literatura |
| spellingShingle | Mariana Queiroz Orrico de Azevedo Débora R. P. Nunes What does the literature say about teaching methods for students with autism spectrum disorder? An integrative literature review Education Policy Analysis Archives Transtorno do espectro autista método de ensino revisão integrativa da literatura |
| title | What does the literature say about teaching methods for students with autism spectrum disorder? An integrative literature review |
| title_full | What does the literature say about teaching methods for students with autism spectrum disorder? An integrative literature review |
| title_fullStr | What does the literature say about teaching methods for students with autism spectrum disorder? An integrative literature review |
| title_full_unstemmed | What does the literature say about teaching methods for students with autism spectrum disorder? An integrative literature review |
| title_short | What does the literature say about teaching methods for students with autism spectrum disorder? An integrative literature review |
| title_sort | what does the literature say about teaching methods for students with autism spectrum disorder an integrative literature review |
| topic | Transtorno do espectro autista método de ensino revisão integrativa da literatura |
| url | https://epaa.asu.edu/ojs/article/view/3528 |
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