Analysis of ASD Classrooms: Specialised Open Classrooms in the Community of Madrid

Esther Vela Llauradó,Laura Martín Martínez,Inés Martín Cruz

doi:10.3390/su12187342

Esther Vela Llauradó, Laura Martín Martínez + Show 1 more

Open Access

https://doi.org/10.3390/su12187342

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Journal: Sustainability	Publication Date: Sep 7, 2020
Citations: 1	License type: CC BY 4.0

Affiliation: Universidad Francisco de Vitoria

Abstract

Autism spectrum disorder (ASD) classrooms are specialised spaces within mainstream schools that respond to the educational needs of students with autism spectrum disorder. This research aims to analyse ASD classrooms in the Community of Madrid, their features and internal functioning. The research follows a non-experimental, descriptive and comparative methodology, making a comparison between different classrooms and analysing their impact on the teaching-learning process of students with ASD. The variables refer to the physical environment, the characteristics of the children, training of professionals and collaboration with other organisations. The data was gathered using a questionnaire in digital format, collecting responses from 35 schools, using quantitative techniques to relate variables. The results show that most classrooms have a structured organisation that meet the needs of the students, who are generally diagnosed with moderate severity. Furthermore, the relationship between the teachers of ASD classrooms and the mainstream classrooms promotes inclusive educational practice. Finally, it was found that ASD classrooms offer many benefits, due to the personalised attention they provide and the specialised training of teachers.

Highlights

Throughout the history of education, schools have faced many challenges in adapting teaching methods to the needs of society
One of the current challenges is in the inclusion of students with specific educational support needs into the mainstream education system, providing the necessary support for an inclusive education for everyone [1]
We can highlight a subcategory called special educational needs, which encompasses pupils with some type of disability or behavioural disorder. This is the case with students with autism spectrum disorder (ASD), who have specific, diagnosed characteristics, which require schools to have special support units [2,3]

Summary

Introduction

Throughout the history of education, schools have faced many challenges in adapting teaching methods to the needs of society. Spanish legislation uses the term specific needs for educational support to group pupils requiring a type of education different from the mainstream due to their learning difficulties Within this term, we can highlight a subcategory called special educational needs, which encompasses pupils with some type of disability (motor, sensorial, intellectual) or behavioural disorder. We can highlight a subcategory called special educational needs, which encompasses pupils with some type of disability (motor, sensorial, intellectual) or behavioural disorder This is the case with students with autism spectrum disorder (ASD), who have specific, diagnosed characteristics, which require schools to have special support units [2,3]. Much current research agrees on this classification and continues to provide valuable data on the disorder [14]

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Results