By the ASD-EAST project team
KLJUČNE PREPORUKE
ASD-EAST snažno preporuča državama članicama Europske Unije da osiguraju razvoj učinkovitih, primijenjenih edukacija stručnjaka u pružanju podrške učenicima s PSA diljem Europe, a koje su u skladu s rezultatima istraživanja provedenim u sklopu ovog projekta.
Primijenjena edukacija učitelja učinkovit je način za doprinos učenicima te utječe na poboljšanje kvalitete njihovog života i inkluzije u društvo. Javne vlasti i drugi važni sudionici društva bi stoga trebali osigurati adekvatne resurse i sredstva koja su usmjerena upravo na to pitanje, jer će investicija u obrazovanje imati značajan utjecaj na ishode učenika s PSA, smanjenje prekidanja školovanja i poboljšanje mogućnosti za zaposlenje.
- Osigurati primjereno primarno obrazovanje, nastavak profesionalnog razvoja i pružanja potpore za sve stručnjake
- Osigurati da je razumijevanje PSA i individualizacija podučavanja u središtu edukacije stručnjaka
- Imati sveobuhvatan pristup i raditi s obiteljima na učinkovit način
References
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Charman, T et al. (2011) AET Report: What is Good Practice in Autism Education? Centre for Research in Autism and Education (CRAE), Department of Psychology and Human Development, Institute of Education, University of London.
Council of Europe, European Social Charter (Revised), 3 May 1996, ETS 163.
Daly, P. & Ring, E. (2016) An evaluation of education provision for students with Autism Spectrum Disorder in Ireland – Research Report No. 21. Trim: National Council for Special Education.
Dawson, M., Mottron, L. & Gernsbacher, M.A. (2008) in J. Byrne (Ed.) Learning and Memory: a comprehensive reference. Pages 759-772. Oxford: Elsevier.
ESIPP (2018), Improving quality of life of people on the autism spectrum and their families through parent education: Policy Recommendations. Available at: http://esipp.eu/wp-content/uploads/2018/05/ESIPP_Policy-Recommendations_EN.pdf (Accessed: 20.03.2020).
Iovannone, R., Dunlap, G., Huber, H. & Kinkaid, D. (2003) Effective educational practices for students with Autism Spectrum Disorders. Focus on Autism and Other Developmental Disorders, 18(3), 150-165.
Jones, G., English, A., Guldberg, K., Jordan, R., Richardson, P. & Waltz, M. (2008). Educational provision for children and young people on the autism spectrum living in England: a review of current practice, issues and challenges. London: Autism Education Trust.
Morrier, M.J., Hess, K.L. & Heflin, L.J. (2011) Teacher training for implementation of teaching strategies for students with Autism Spectrum Disorders. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 34(2), 119-132.
Sekušak-Galešev, S., Frey Škrinjar, J., & Masnjak, L. (2015) Examining social inclusion and quality of support in preschool, elementary and secondary educational institutions for children and students with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). Zagreb: Faculty of Education and Rehabilitation Sciences University of Zagreb.
UN General Assembly, Convention on the Rights of Persons with Disabilities: resolution / adopted by the General Assembly, 24 January 2007, A/RES/61/106.
UN General Assembly, Transforming our world: the 2030 Agenda for Sustainable Development, 21 October 2015, A/RES/70/1.
These policy recommendations can be accessed below