By the ASD-EAST project team
KEY RECOMMENDATIONS
ASD-EAST strongly recommends EU Member States to ensure the development of effective specialist teacher training to respond to the support needs of autistic learners across Europe, in line with the project’s findings.
Specialist teacher training is an effective way to contribute to better outcomes for learners as well as to improve their quality of life, and inclusion in society. Public authorities and other relevant stakeholders should therefore ensure that adequate resources and funding are dedicated to this issue as investing in education will have a significant impact on the outcomes of autistic learners, reduce school dropout and improve their employment prospects.
- Ensure appropriate Initial Training, Continuing Professional Development and support for teachers
- Ensure that accurate understanding of autism and individualisation of learning and teaching are central to the training
- Have a holistic approach, and work effectively with families
References
Baird, G., Simonoff, E., Pickles, A., Chandler, S., Loucas, T., Meldrum, D & Charman, T. (2006) Prevalence of disorders of the autistic spectrum in a population cohort of children in South Thames: the Special Needs and Autism Project (SNAP), Lancet, 368, 210-215.
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