Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder

Foreword
Reference
Preface
Contents
Editors and Contributors
Part I: Professional Learning on Autism Spectrum Disorder for Teachers in the Asia Pacific Region
Chapter 1: Contextualising Teacher Education for Children with Autism Spectrum Disorder in Hong Kong
1.1 Introduction
1.1.1 Services for Students with ASD in Hong Kong
1.1.2 Professional Development Programme for Teachers of Students with ASD in Hong Kong
1.1.2.1 Education Bureau Commissioned Programme
1.1.2.2 Other Services for Teachers of Children with ASD
1.1.2.2.1 On-Site Pre-school Rehabilitation Services (Pilot Scheme)
1.1.2.2.2 Quality Education Fund Project Using Theory of Mind to Teach Children with ASD
1.1.2.2.3 Jockey Club Autism Support Network (JC A-Connect)
1.2 Conclusion
References
Chapter 2: Professional Learning for Teachers of Students with ASD in China
2.1 Current Situation for Individuals with ASD
2.1.1 The Number of Individuals with ASD Increases Rapidly
2.1.2 Efforts for Dealing with Children with ASD
2.1.2.1 Policy
2.1.3 Practice: Multiple Educational Placement Towards Inclusive Education
2.1.3.1 Shortage of Professionals for Students with ASD
2.1.4 Professional Learning for Teachers of Students with ASD: Policy and Practice
2.1.4.1 Policy
2.1.4.2 Practice about Professional Learning for Teachers of Students with ASD
2.1.4.2.1 Pre-service Teacher Education
2.1.4.2.2 In-service Professional Learning
2.1.5 Reflection and Directions for Future Development
2.1.5.1 Create the Mechanism of Qualification for Teachers of Students with ASD
2.1.5.2 Incorporating ASD Education into Pre-service Teacher Education Programmes
2.1.5.3 Develop Systematic In-service Training for Teachers of Students with ASD
References
Chapter 3: Professional Development for Teachers of Students with Autism Spectrum Disorder in Taiwan
3.1 Introduction
3.1.1 Background Information of Special Education for Students with ASD
3.1.2 Preparation for Special Education Teachers
3.1.3 Professional Development for Special Education Teachers
3.1.3.1 Professional Development Evaluation
3.1.3.2 Professional Learning Communities
3.1.3.3 Online Professional Development Clubs
3.1.3.4 Special Education Advisory Groups
References
Chapter 4: Professional Learning Odyssey in a Singaporean Context
4.1 Introduction
4.1.1 Initiatives that Enhance Inclusive/Special Education and Teacher Collaboration
4.1.1.1 The Third Enabling Masterplan (2017-2021): Enhancing Support for Professional Development of Educators
4.1.1.2 The Compulsory Education Act: Enabling Support for the Child to Be Mainstream Ready
4.1.1.3 The Special Education Curriculum Framework: Enable Teacher Collaboration and Reflection
4.1.1.4 Education Partners: Influence Teacher-led Continuing Professional Development
4.1.2 Preparation of Teachers for Collaborative Practice in Inclusive/Special Education
4.1.2.1 School-Based Professional Development
4.1.2.2 School-and-Centre-Based Professional Development
4.1.3 Service Learning Course for Inclusive/Special Education
4.1.3.1 At the National Institute of Education
4.1.3.2 At Other Teacher Professional Institutes
4.1.4 Professional Development Models that Support Collaborative Practice in Autism
4.1.4.1 Research Study Model
4.1.4.2 Background to the Case Study
4.1.4.3 The Curriculum Mapping and Implementation (Process)
4.1.4.4 Discussion and Results
4.1.4.5 Tech-Enabled Professional Development Model
4.1.5 Collaborative Design and Its Implications for Teacher Professional Development
4.1.6 Conclusion
References
Chapter 5: Current Status of Education for Children with Autism Spectrum Disorder in Japan and Research Trends
5.1 Introduction
5.1.1 Individual Support for ASD Children in Japan
5.1.1.1 Review of Articles on Language
5.1.1.2 The Study on Communication Outlines Four Articles on Learning and Play Therapy
5.1.2 Research on Collaborative Support for ASD Children in Japan
5.2 Summary of ASD Children´s Education and Research in Japan and Future Prospects
References
Part II: Current Educational Practices in Autism Spectrum Disorder
Chapter 6: Constructing an Assessment Tool for Conducting Social and Behavioural Interventions for Children with ASD
6.1 Autism Spectrum Disorder
6.1.1 Epidemiology
6.1.2 Background of Evidence-Based Assessment
6.1.3 Preparation Work
6.1.4 Summarised Themes
6.1.4.1 Self-Regulation/Control
6.1.4.2 Effective Communication
6.1.4.3 Handling Unexpected Changes
6.1.4.4 Understanding Situations
6.1.4.5 Behaviour and Emotional Management
6.1.5 Development of an Electronic Tool
6.1.6 Purpose of the Study
6.1.7 Methods
6.1.7.1 Procedure
6.1.8 Results
6.1.9 Discussion
6.1.9.1 Manual of Table Checking
6.1.9.2 Advantage of an App Scale over a Paper Scale
6.1.10 Conclusion
Appendix 1
Appendix 2
Appendix 3
Appendix 4
References
Chapter 7: Developing School-University Partnerships to Help Teachers Run a Social Skills Training Programme for Students with...
7.1 Introduction
7.2 School-Based Small Group Social Skills Training Programme for Students with ASD
7.3 Curriculum Framework: What Do We Teach?
7.3.1 Theory of Mind
7.3.2 Visual Strategy
7.3.3 Behavioural Reward Scheme (Token System)
7.4 How Can We Develop a Customised Small Group Training Programme for Students with ASD in Accordance with the Needs of the S...
7.4.1 Recruitment and Screening
7.4.2 Collection of Student Information
7.4.3 Pre-training Meeting
7.4.4 Tailor-Made Curriculum Design School-Based Training for Students with ASD
7.4.5 Student Performance Report and After-School Meetings
7.5 Discussion and Conclusion
References
Chapter 8: Evolving from a Remedial Case-Based Model to an Integrative Whole-School Approach and Three-Tier Model in Supportin...
8.1 Introduction
8.1.1 Role of Resource Schools in WSA Inclusion in Hong Kong
8.1.2 Background of the Case School
8.1.2.1 Preliminary Support System to Students with ASD
8.1.2.2 Evolving to a Three-Tier Model and WSA in Supporting Students with ASD
8.1.2.3 Working Collaboratively with Different Stakeholders
8.1.3 Case Study
8.1.3.1 Involving Teachers and Parents in Supporting AH
8.1.3.2 Collaborating with Different Departments Within the School in Supporting AH
8.1.3.3 Evaluation/Outcomes of the WSA and Three-Tier Model in Supporting AH
8.1.4 Discussion
References
Chapter 9: A Service Learning Course on the Education of Children with Autism Spectrum Disorder for University Undergraduates ...
9.1 Introduction
9.1.1 Background
9.1.1.1 Training and Remedial Class Programme for Students with ASD in Hong Kong
9.1.1.2 A University Service Learning Course for Serving Individuals with ASD
9.1.2 Programme Design
9.1.2.1 Participants
9.1.3 Implementation
9.1.4 Case Sharing
9.1.4.1 Case 1
9.1.4.1.1 Background
9.1.4.1.2 Intervention
9.1.4.1.3 Observation
9.1.4.1.4 Unique Incident
9.1.4.2 Case 2
9.1.4.2.1 Intervention
9.1.4.2.2 Observation
9.1.4.3 Case 3
9.1.4.3.1 Intervention
9.1.4.3.2 Observations
9.1.5 Discussion
9.1.5.1 Role of Facilitators
9.1.5.2 Small Group Setting
9.1.5.3 Natural and Authentic Environment
9.1.5.4 Use of Visual Support
9.1.5.5 Use of Students´ Interests/Strengths
9.1.6 Conclusion
9.1.7 Implications
References
Chapter 10: How to Compile an Original Corpus Based on the Interaction Data Involving Children with Autism Spectrum Disorder
10.1 Introduction
10.2 Corpus Linguistics as a Methodology
10.2.1 Mark-Up and Annotation
10.2.2 Spoken Corpora Analyses for Teacher Professional Development
10.2.3 Potential Application for Special Education
10.3 Sample Analysis Using the Classroom Corpus Data
10.4 Corpus Design for a Special Education Programme
10.5 Conclusion
References
Chapter 11: Teaching Students with Autism Social Skills Through a Home-Centred Collaborative Computer Programme
11.1 Introduction
11.2 Methods
11.2.1 Participants
11.2.2 Stimulus Materials
11.2.3 Training Procedures
11.2.4 Scoring Method
11.3 Results
11.4 Discussion
11.4.1 Improvement of Children´ Performance
11.4.2 Fun and Practical Learning
11.4.3 Age Appropriate and Culture-Specific
References
Part III: Emerging Approaches to Teaching and Learning for Teacher Professional Learning in Autism
Chapter 12: Videos as a Tool in Teacher Professional Learning: How Do Videos Scaffold Teachers´ Understanding of the Behaviour...
12.1 Introduction
12.2 Literature Review
12.2.1 Definition of a `Fostering a Community of Learners´ Model
12.2.2 Scaffolding and Videos
12.2.3 Research Questions
12.3 Methods
12.4 Results
12.4.1 Modelling Strategies for Students with ASD
12.4.2 Fostering Reflective Practice
12.4.3 Fostering Collaboration and Sharing of Common Interests on the Behaviours of the Students
12.5 Conclusion
12.6 Limitations
Appendix
References
Chapter 13: Optimising Collaboration Between Educational Psychologists and Teachers in the Facilitation of Class-Wide Support ...
13.1 Introduction
13.2 Features and Deficits of ASD
13.3 Rising Prevalence and Inclusive Education for ASD
13.4 Supporting Teachers Through Consultation and Collaboration
13.5 Self-Determination as the Goal of Support
13.6 Beginning Collaborative Support
13.7 Tiered Autism Intervention Model
13.7.1 Class-Wide Support for Facilitative Growth
13.7.1.1 E: Eyes & Environment
13.7.1.2 P: Positive & Practical
13.7.1.3 S: Small & Structured
13.8 Conclusion
References
Chapter 14: Collaborative Problem-Based Approach in Training Teachers to Use Positive Behaviour Support to Help Students with ...
14.1 Introduction
14.2 Professional Development of Teachers in Hong Kong
14.2.1 PBL and Teacher Education for Understanding Students with Autism Spectrum Disorder
14.3 Summary of the Literature
14.4 Purpose of the Study
14.5 Methods
14.5.1 Research Setting and Participants
14.5.1.1 Participants
14.5.1.2 PBL Instruction Within a CoP Context
14.6 Data Analysis
14.6.1 Journals
14.7 Results
14.7.1 Reflection and Enquiry
14.7.2 Interactions Between Coaches and Participants
14.7.3 Knowledge Building of ASD and the Impact of CoP Experience
14.8 Implications
14.9 Limitations
Appendix: Practicum of In-Service Teachers
References
Chapter 15: Collaborative Mode of Professional Development for Teachers of Students with Autism Spectrum Disorder
15.1 Introduction
15.2 Difficulties in Preparing Teachers for Teaching Students with Special Educational Needs in Hong Kong
15.2.1 Short Duration of Training
15.2.2 Lack of Sufficient Guidelines for an Effective Implementation of the Three-Tier Support
15.2.3 Insufficient Training of SEN Coordinator
15.3 New Mode of Professional Development for Teachers of Students with ASD in Hong Kong
15.3.1 Short Duration of Training
15.3.2 Identification of Key Areas of Concern
15.3.2.1 Cross-Site Visitations
15.3.2.2 Network Meetings
15.3.2.3 Insufficient Skills and Knowledge
15.3.2.4 Insufficient Training of SENCo
15.4 Phases of Implementation Science
15.4.1 Exploration
15.4.2 Installation
15.4.3 Implementation
15.5 Conclusion
References
Chapter 16: Calibrating Professional Learning Approaches for Teachers in Inclusive Classrooms in the Context of Implementation...
16.1 Introduction
16.1.1 Reflecting on and Identifying Needs: Critical Reflection
16.1.2 Committing and Locating Supports: Networking, Coaching, and Mentoring Strategies
16.1.3 Selecting Professional Learning: Choosing Models of Evidence-Led Pedagogy for Learning and Uptake
16.1.4 Coaching and Mentoring
16.1.5 Engaging and Implementing-Activate Evidence Led Strategies for Implementation and Growth
16.1.6 Evaluating and Recalibrating: Refreshing the Professional Learning Action Template
16.2 A Tiered Approach to Support for Learning and Engagement
16.3 Translational Fidelity, Functional Impact, and Social Validity
16.4 Recruitment and Selection
16.4.1 Exploring Evidence-Based Practices
16.5 Preservice Training
16.5.1 Exploring Evidence-Based Practices
16.6 Consultation and Coaching within In-Service Learning
16.6.1 Exploring Evidence-Based Practices
16.7 Staff Performance Evaluation
16.7.1 Exploring Evidence-Based Practices
16.8 Decision Support Data Systems
16.8.1 Exploring Evidence-Based Practices
16.9 Facilitative Administrative Supports
16.9.1 Exploring Evidence-Based Practices
16.10 Systems Interventions
16.10.1 Exploring Evidence-Based Practices
16.11 Cultural Variables in Implementation Initiatives
16.11.1 Teacher Training and Development in Greece
16.12 Research into Practice Priorities for Professional Learning in the Future
References
Commentaries
Professional Learning for Australian Teachers Educating Students with ASD
Technology and Innovation: Supporting Learners with Autism
Educational Technology and Individuals with ASD
Considerations for the Future
References