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ERIC Number: EJ908180
Record Type: Journal
Publication Date: 2008
Pages: 10
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: ISSN-1175-9232
Making Assumptions vs. Building Relationships: Lessons from a Participatory Action Research Project to Identify Effective Practices for Learners with Autism Spectrum Disorder
Bevan-Brown, Jill; Carroll-Lind, Janis; Kearney, Alison; Sperl, Barbara; Sutherland, Mary
Kairaranga, v9 spec iss p22-31 2008
This article describes a participatory action research (PAR) project conducted in a large urban, co-educational secondary school. The project focused on two senior pupils with autism spectrum disorder (ASD) who, seemingly as a result of feeling stressed or anxious, displayed behaviours that inhibited communication. Using questionnaires, observations and teaching activities, factors that both caused and reduced stress for these students were identified. Interventions were introduced that successfully helped the students to recognise and manage their stress appropriately. These were principally the use of a variety of visual strategies and Social Stories[TM]. As a result of the PAR project, school staff learnt to question assumptions made about students and to give priority to getting to know them and developing positive relationships on which teaching programmes could be built. (Contains 5 footnotes.)
New Zealand Ministry of Education. Available from: Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: http://www.massey.ac.nz/massey/learning/departments/school-curriculum-pedagogy/kairaranga/kairaranga_home.cfm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand