By the ASD-EAST project team

RECOMMANDATIONS CLES 

ASD-EAST recommande vivement aux États membres de l’UE de garantir la mise en place d’une formation spécialisée efficace pour les enseignants, conformément aux résultats du projet, afin de répondre aux besoins de soutien des apprenants autistes dans toute l’Europe. 

Former les enseignants à l’autisme contribue efficacement à améliorer les résultats d’apprentissage des apprenants autistes, de même que leur qualité de vie et leur inclusion dans la société. Les autorités publiques et les autres parties prenantes concernées devraient donc veiller à ce que des ressources et un financement adéquats soient alloués à cette question. En effet, investir dans l’éducation aura un impact significatif sur les acquis des apprenants autistes, réduira le décrochage scolaire et améliorera leurs perspectives d’emploi. 

  1. Garantir une formation de base adéquate, un développement professionnel continu et du soutien aux enseignants ; 
  2. Mettre la compréhension de l’autisme au coeur de la formation, ainsi que l’individualisation de l’apprentissage et de l’enseignement ; 
  3. Adopter une approche holistique et collaborer efficacement avec les familles. 

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

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