Presenter: Mona Al Haddad, M.Ed., BCBA® Lecturer and Clinical Practicum supervisor & Co-ordinator, Special Education Program, Dar Al-Hekma University, Jeddah, KSA Preparation of General Education Teachers for Inclusion of Students with Autism Spectrum Disorder in Regular Schools in KSA IEFE Forum 2014

1. Preparation of General Education Teachers for
Inclusion of Students with Autism Spectrum Disorder
in Regular Schools in KSA
IEFE SEN Forum
Mona Al Haddad, M.Ed., BCBA® Lecturer and Clinical
Practicum supervisor & Co-ordinator, Special Education
Program,
Dar Al-Hekma University, Jeddah, KSA
malhaddad@dah.edu.sa

2. Inclusion Definition
 The education of children with disabilities in the same general
education classrooms with their typically developing peers.
 To the maximum extent appropriate, children with disabilities,
including children in public or private institutions or other care
facilities, are educated with children who are not disabled…
 (IDEA 2004 612 (a) (5))

3. Inclusion: Pros & Cons
Theoretical Pros
 Importance of contact with typical
peers for the development of social &
communicative skills
 Opportunity to observe/imitate the
Real‐life Challenges
 Inclusion ALONE is not enough
 Training of teachers and peers is
needed
behavior of typically developing peers
 Few teachers/staff members
 Opportunity to address generalization
of skills

4. How Teachers perceive inclusion?
 The more severe the disability is, the more negative the
teacher’s perception of inclusion (smith, 2000)
 Teachers with more special education coursework and
with in-service training on inclusion had more positive
attitudes towards inclusion than teachers without such
training
( Stoler, 1992)

5. DSM-IV-TR: ‫االضطرابات النمائية‬
PDDs ‫ األنواع الثالث‬
Autism disorder ‫1( اضطراب التوحد‬
(Asperger syndrome) ‫2( اضطراب اسبرجر‬
‫3( االضطرابات النمائية الغير محددة‬
(PDD- Pervasive Developmental Disorder- Not Otherwise Specified
NOS)
:‫ايضا‬
‫متالزمة ريت‬
Childhood Disintegrative Disorder (CDD) ‫اضطراب الطفولة‬

6. ‫اضطراب طيف التوحد‬
‫)‪Autism Spectrum Disorder (ASD‬‬
‫‪ ‬تم الغاء جميع التصنيفات السابقة‬
‫‪ ‬اعتماد اضطراب طيف التوحد‬
‫‪‬‬
‫تم تصنيف االضطراب على مستويات مختلفة 3 ‪LEVEL1, LEVEL2, LEVEL‬‬
‫‪ ‬تحديد المستوى حسب شدة العوارض و مستوى الخدمات ‪Supports & Services needed‬‬

7. Why we want to discuss the inclusion of students
with ASD?
 According to CDC 1:88 has autism
 Current research indicates the majority of students with
ASD spending large portion of their school day in general
education settings
 Teachers need to know what to do
 Professionals need to prepare those teachers

8. What can be done to make it successful?
 Training Training Training Training Training Training Training
Training Training Training Training Training Training Training
Training Training Training Training Training Training Training
Training Training Training Training Training

9. Current research?
 Byrne, L. (2012), examined:
 Regular education teachers’ perceptions of inclusion relative to
their training on ASD
 Used TATI scale
 Barriers and benefits of inclusion

10. Result
Byrne, L. (2012)

11. Cont.
Barriers:
 47%: Students with ASD have problem behaviors that cause
classroom’s disruptions
 11%: additional planning time
 10%: lack of support staff

12. Cont.
Benefits:
 40%: inclusion teaches tolerance
 19%: inclusion brings unique perspective
 17%: inclusion allows for peers interaction with ASD students

13. Current research?
 Hayes et al. (2013), examined:
 General education teachers’ perceptions to teach students with
ASD
 Their knowledge of instructions in inclusive settings

14. Hayes et al, 2013
 204 GEN teachers from K-12
 0- 17 years of experience
 Inclusion survey
 Methods survey
 Knowledge of autism (AS) survey

15. Hayes et al., 2013
Result:
 Teachers with prior training had positive attitude for inclusion of
students with ASD
 Teachers with theoretical training are less confident

16. Case study
Wilkinson, L. (2005)
 Demonstrated the utility of CBC model for supporting the
inclusion of a student with AS
 The effectiveness of evidence-based intervention (self-
management)
 The positive outcome of behavioral interventions for
students with ASD in mainstream settings

17. Result
Wilkinson, L. (2005)

18. Replication of Wilkinson, L. (2005)
in 3 schools in KSA
 Home-school services
 3 students ( age: 5-9)
 Parents meeting first
 Team meeting ( parents, teachers, school psychologist, behavioral





consultant, more)
Identification of goals ( strengths, problems)
Teachers training followed by application
Treatment monitoring
Weekly, monthly brief report
Existing survey ( teachers’ evaluation of training & use of strategies
in classrooms)

19. Make them feel Confident!
 We want teachers to have more than the knowledge about





methods
Train teachers to understand how to do them in classroom
Training focuses on application
Use teaching techniques (modeling, role-play)
Include students with ASD in the training
Use of UDL

20. CONT,
 Include extensive training in inclusive education in teacher




education program
Create a dual program degree
Create continuing education courses about inclusive education to
keep teaching licensure
Provide online courses
Give raise

21. Evidence-based Strategies
 It is based on empirical research literature
 Its effectiveness
 Positive or negative side effects
 For whom it works or not work
 Generalizability and practicality in real-world
 Clinical consensus
 Socially acceptable (values & preferences for
families)

22. Examples of EB strategies in inclusive
settings
 Self management ( desires: structure, rules, order)
 Peer-mediated strategies
 Activity schedule
• Social Stories™
 Visual aids
 Graphic organizer
 Special interests
 Snapshot
 Positive reinforcement
 ABC contingency

23. What can be gained in a larger setting?
 Develop friendship
 Peer role models for academic and behavior skills
 Increase access to general curriculum
 Higher expectations of performance
For students without disabilities:
 Learn to build meaningful friendships
 Increase appreciation for individuals with different needs
 Become prepared to live in diverse community
 Appear to have high levels of self-esteem as compared to others

24. Finally
 The attitudes of the teacher and paraprofessional can determine
the success — or failure — of the student with ASD in the general
education classroom.
 Parent- School Collaboration is important

25. Conclusion
 Inclusion of students with ASD is not easy
 Teachers face many challenges
 Problems can not be solved overnight
 Assisting educators to meet challenges
 Offering strategies to prevent negative attitude
 TRAIN, TRAIN, TRAIN new generation of teachers
to be ready for diverse classrooms

26. References

Centers for Disease Control and Prevention (2012). Autism and Developmental Disabilities Monitoring Network. Retrieved from
http://www.cdc.gov/ncbddd/autism/documents/ADDM-2012-Community-REport.pdf

Byrne, L. (2012). Autism spectrum disorder: Regular education teacher’s perception of inclusion. RESEARCH POSTER PRESENTATION DESIGN
© 2012. www.PosterPresentations.com

Hayes, J. A., Baylot Casey, L., Williamson, R., Black, T., & Winsor, D. (2013). Educators’ readiness to teach children with autism spectrum disorder
in an inclusive classroom. The Researcher, 25(1), 67-78.

Wilkinson, L. (2005). Supporting the inclusion of a student with Asperger syndrome: A case study using conjoint behavioral consultation and Selfmanagement. Educational Psychology in Practice, Vol. 21, No. 4, December 2005, pp. 307–326.

Hart, J. E. & Whalon, K. J. (2008). 20 ways to: Promote academic engagement and communication of students with autism spectrum disorder in
inclusive settings. Intervention in Schools and Clinics, Vol. 44, No.2, November 2008, pp. 116-120.

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G u l i c k , R . & K i t c h e n , T. ( 2 0 0 7 ) . E f f e c t i v e I n s t r u c t i o n s f o r C h i l d r e n w i t h A u t i s m : A n A p p l i e d B e h a v i o r A n a l y t i c
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27. Questions?
malhaddad@dah.edu.sa
www.dah.edu.sa