Successes And Difficulties In The Individual Inclusion of Children With Autism Spectrum Disorder (ASD) In The Eyes of Their Coordinators.
This study examined the inclusion of children with Autism Spectrum Disorder (ASD) in regular classes and analyzed the factors related to its success and failure. Two general categories emerged from the analysis of success and difficulty factors: the inclusion environment (didactic aspects, the environment’s behavior) and the student’s functioning (personal/internal factors, social skills, stereotypical behavior, student’s individual abilities). Implications of these findings are discussed.
Eldar, E., Talmor, R., & Wolf-Zukerman, T. (2010). Successes and difficulties in the individual inclusion of children with Autism Spectrum Disorder (ASD) in the eyes of their Coordinators. The International Journal of Inclusive Education, 14, 97-114.
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We propose an inclusion model for students with ASD referred to regular schools. The modified model based on Dunkin and Biddle (1974), consists of five interdependent elements. When combined together they provide the essential framework for establishing a successful inclusion as well as methodology for conducting formative and summative evaluation of the program. Practical recommendations for implementing the model are suggested, based on a two-year experience in the Israeli education system.
Eldar, E., Talmor, R., & Dayan Romem, Z. (2009). An integrative model for including children with ASD in general education setting- a practical lesson in Israel. International Journal of Special Education, 24, 66-76.
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עמדות מורים לחנ"ג כלפי שילוב הילד בעל הצרכים המיוחדים בכיתה רגילה
המחקר עסק בשילוב תלמידים מאתגרים בכיתה רגילה מנקודת ראותם של מורים לחינוך גופני.
Talmor, R., Erlich, E., Eldar E. (1999). Physical education teacher approach toward the full inclusion of children with special needs. Sugiot Bechinuch Meyuchad ubeshikum, 14, 45-60. Hebrew
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