When is the right time for inclusive education? Developmental factors and a model of transition from specialized ASD intervention to inclusive education

Background: Depending on the educational setting (specialised/therapeutic vs inclusive), we may distinguish various factors contributing to successful outcomes of children with autism. Specialised intervention more likely... [ view full abstract ]

Background:

Depending on the educational setting (specialised/therapeutic vs inclusive), we may distinguish various factors contributing to successful outcomes of children with autism. Specialised intervention more likely conforms to the recommendations of the American Academy of Pediatrics (AAP; Myers & Johnson, 2007), referring to structure (individual and smalls groups setting) and intensity of therapy (25 hrs/week). Inclusive education, however, fulfils other AAP recommendation – interaction with typically developing peers.

Rationale:

Therefore, a popular model and trajectory of transition involves intensive ASD specialized intervention as the starting point. Then after achieving main goals in social interaction, communication, imitation and adaptive behaviour (enabling children for a successful inclusion), a great part of children with ASD should benefit from an inclusive education. This trajectory also appears in children benefitting from very early intervention – a majority of them attended a specialized preschool, then an inclusive elementary school (Akshoomonoff et al., 2010).

Main points:

Several authors (i.a. Gena, 2006, Guldberg, 2010) indicate the need of (1) thorough preparation for transition from specialized intervention/education to inclusive settings, (2) setting clear criteria of readiness for this transition, based on research and clinical expertise. A growing body of literature refers to basic skills and behaviours, which children should present prior to transition to an inclusive setting to ensure proper integration.

Conclusion:

There are many aspects of successful inclusion (such as preparation of peers, teacher’s specialist knowledge, etc.). This presentation focuses on children’s preparedness for inclusion, along with the proposed criteria and a model of assessing their readiness.

Authors declare no conflict of interests. [ view full abstract ]

Authors declare no conflict of interests.