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Teaching Methods and Practices for Children with Autism Spectrum Disorder in Finland

  • Mirva Poikola
  • Eija KärnäEmail author
Chapter
Part of the New Frontiers of Educational Research book series (NFER)

Abstract

This chapter introduces teaching methods and practices for children with autism spectrum disorder (ASD) in Finnish comprehensive school. The chapter begins with a short introduction to curricula that give the overall guidelines for teaching. After that, learning theories and teaching methods that are commonly used in Finland are discussed. The predominant learning conceptions in Finland are empiristic and rationalistic approaches, such as behaviorism and cognitive science. Therefore, the practices stemming from these approaches are introduced. Structured teaching, often simply referred as structuring, which is based on the Training and Education of Autistic and Related Communication Handicapped Children (TEACCH) method is discussed, in particular, as it is the most commonly used method in the instruction of children with ASD in Finland. A special emphasis is also on the introduction of variation in the use of structuring in supporting the overall learning as well as the communication and interaction of children with ASD. The chapter also introduces the use of technology and home-school collaboration as means to enhance the learning of children with ASD. Finally, two fictional case stories illustrate the education and typical schooldays of children with ASD in Finland.

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Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.School of Educational Sciences and PsychologyUniversity of Eastern FinlandJoensuuFinland

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