Abstract
The purpose of this study is to describe the factors that are critical to successful school integration of high-functioning children with autism. The report presents a qualitative description of the experience of parents and teachers with individual integration of high-functioning children with autism. Eight sets of parents, key teachers, and several of the children were interviewed using a semi-structured questionnaire. The foundation of the qualitative analysis is the perceptions of the interviewees, as gleaned from transcripts of the tape recordings. The results have been organized around some central themes: the academic and social progress in the course of schooling; the resources and methods used in connection with the integration; and the dilemmas and costs involved in the integration. Finally, some key-factors for successful integration are drawn from the material.
Résumé
Le but de cette étude est de décrire les facteurs qui ont un rôle critique dans le succès de l’intégration scolaire d’enfants autistes avev un bon fonctionnement. L’article présente une description qualitative de l’expérience de parents d’enseignants avec intégration individuelle d’enfants autistes avec un bon fonctionnement. 8 couples de parents, de professeurs réferents, et plusieurs des enfants ont eu un entretien faisant appel à un questionnaire semistructuré. Le fondement de l’analyse qualitative est la perception des interviewers, telle qu’a été glanée de la retranscription des enregistrements des entretiens. Les résultats ont été organisés autour de quelques thèmes centraux: le progrès social et scolaire dans le cours de la scolarisation, les ressources et méthodes utilisées en relation avec l’intégration, et les dilemmes et les coûts de l’intégration. Finalement quelques facteurs clés pour le succès de l’intégration ont été tirés de ce matériel.
Zusammenfassung
Das Ziel dieser Studie ist die Beschreibung von Faktoren, die unabdingbar für eine erfolgreiche schulische Integration von nicht geistig behinderten Kindern mit Autismus sind. Der Bericht vermittelt eine qualitative Beschreibung der Erfahrungen von Eltern und Lehrern zur individuellen Integration dieser Kinder. Acht Elternpaare, Bezugslehrer und mehrere Kinder wurden mit einem semistrukturierten Fragebogen interviewt. Den Grundstein der qualitativen Analyse bilden die Wahrnehmung der interviewten Personen, die aus Aufzeichnungen der Tonbänder gewonnen wurden. Die Ergebnisse sind um einige zentrale Themen angeordnet worden: den akademischen und sozialen Fortschritt im Verlauf der Beschulung; die Ressourcen und Methoden, die in Verbindung mit der Integration genutzt wurden; und die Schwierigkeiten und Kosten der Integration. Abschließend wird auf einige Hauptfaktoren für die erfolgreiche Integration geschlossen.
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Trillingsgaard, A., Sørensen, E.U. School integration of high-functioning children with autism. A qualitative clinical interview study. European Child & Adolescent Psychiatry 3, 187–196 (1994). https://doi.org/10.1007/BF02720325
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DOI: https://doi.org/10.1007/BF02720325