Abstract
Objectives: Our paper reviews current teaching practices used to support students with autism spectrum disorder (ASD) in the South Asian region, and to what extent these teaching practices reflect key research based effective practices. We have focused our attention on teaching practices at a time when we are witnessing a greater thrust towards achieving inclusive education at both, regional and global levels. Methods: We have used an eclectic approach for the study by employing a scoping review methodology to identify peer reviewed journal articles from South Asian countries. Having identified 10 articles and three dissertations in total from India, Pakistan, and Sri Lanka, we have used a matrix method to present our data against nine best teaching practices for students with ASD. Results: Results from the review indicate three practices (of the nine best teaching practices) were most frequently used. These are assessments, alternative, and augmentative communication systems, and parent-implemented instruction/program. The other six teaching practices were not widely reported. Conclusions: We identify significant implications for practitioners, educators, and teacher education programs within the Asian region and beyond. The use of an eclectic approach in making choices regarding teaching strategies, incorporating varied research based effective teaching practices, and following a systematic and informed approach of assessments–teaching interventions–ongoing evaluation are key to supporting students with ASD.
| Original language | English |
|---|---|
| Pages (from-to) | 347-358 |
| Number of pages | 12 |
| Journal | International Journal of Developmental Disabilities |
| Volume | 65 |
| Issue number | 5 |
| DOIs | |
| Publication status | Published - 20 Oct 2019 |
Keywords
- Autism spectrum disorders
- teaching practices
- South Asia
- scoping review
Cite this
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Teaching students with autism spectrum disorders in South Asia : a scoping study and recommendations for future. / Sharma, Umesh; Rangarajan, Rashmi.
In: International Journal of Developmental Disabilities, Vol. 65, No. 5, 20.10.2019, p. 347-358.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Teaching students with autism spectrum disorders in South Asia
T2 - a scoping study and recommendations for future
AU - Sharma, Umesh
AU - Rangarajan, Rashmi
PY - 2019/10/20
Y1 - 2019/10/20
N2 - Objectives: Our paper reviews current teaching practices used to support students with autism spectrum disorder (ASD) in the South Asian region, and to what extent these teaching practices reflect key research based effective practices. We have focused our attention on teaching practices at a time when we are witnessing a greater thrust towards achieving inclusive education at both, regional and global levels. Methods: We have used an eclectic approach for the study by employing a scoping review methodology to identify peer reviewed journal articles from South Asian countries. Having identified 10 articles and three dissertations in total from India, Pakistan, and Sri Lanka, we have used a matrix method to present our data against nine best teaching practices for students with ASD. Results: Results from the review indicate three practices (of the nine best teaching practices) were most frequently used. These are assessments, alternative, and augmentative communication systems, and parent-implemented instruction/program. The other six teaching practices were not widely reported. Conclusions: We identify significant implications for practitioners, educators, and teacher education programs within the Asian region and beyond. The use of an eclectic approach in making choices regarding teaching strategies, incorporating varied research based effective teaching practices, and following a systematic and informed approach of assessments–teaching interventions–ongoing evaluation are key to supporting students with ASD.
AB - Objectives: Our paper reviews current teaching practices used to support students with autism spectrum disorder (ASD) in the South Asian region, and to what extent these teaching practices reflect key research based effective practices. We have focused our attention on teaching practices at a time when we are witnessing a greater thrust towards achieving inclusive education at both, regional and global levels. Methods: We have used an eclectic approach for the study by employing a scoping review methodology to identify peer reviewed journal articles from South Asian countries. Having identified 10 articles and three dissertations in total from India, Pakistan, and Sri Lanka, we have used a matrix method to present our data against nine best teaching practices for students with ASD. Results: Results from the review indicate three practices (of the nine best teaching practices) were most frequently used. These are assessments, alternative, and augmentative communication systems, and parent-implemented instruction/program. The other six teaching practices were not widely reported. Conclusions: We identify significant implications for practitioners, educators, and teacher education programs within the Asian region and beyond. The use of an eclectic approach in making choices regarding teaching strategies, incorporating varied research based effective teaching practices, and following a systematic and informed approach of assessments–teaching interventions–ongoing evaluation are key to supporting students with ASD.
KW - Autism spectrum disorders
KW - teaching practices
KW - South Asia
KW - scoping review
UR - http://www.scopus.com/inward/record.url?scp=85073561059&partnerID=8YFLogxK
U2 - 10.1080/20473869.2019.1641017
DO - 10.1080/20473869.2019.1641017
M3 - Article
VL - 65
SP - 347
EP - 358
JO - International Journal of Developmental Disabilities
JF - International Journal of Developmental Disabilities
SN - 2047-3869
IS - 5
ER -