A GROUP OF TEACHER’S PERSPECTIVE AND USE OF CURRICULAR ADAPTATIONS FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS IN MAINSTREAM SCHOOL
A GROUP OF TEACHER’S PERSPECTIVE AND USE OF CURRICULAR ADAPTATIONS FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS IN MAINSTREAM SCHOOL

Summary/Abstract: The presence of children with autism spectrum disorders [ASD] in mainstream school usually involves diverse curricular adaptations, according to their personal characteristic and the severity of disorder and its particularities. In a previous article (Hendea, & Răcășan, 2023) we presented several possible curricular adaptations, such as curriculum scale, visual supports, support teacher, adaptations regarding material resources and those of the class space, minimizing distractions, or rewarding. The present article completes the theoretical framework presented in the previous one publishes in subsequent number, with a study that focuses on the opinions of teachers and their use of curricular adaptations in the learning environment of students with ASD in mainstream schools. The article presents the results of questionnaire regarding the frequency or the level of curricular adaptations for children with ASD that has beed used by theachers working in inclusive classes where there is at least one child with ASD. In the article we present teachers answers regarding self- appreciated competence/ training of teachers in working with children with ASD, the assistant support the child receives, the perceived impact of shadowing in the classroom, level of adaptations/ modifications in terms of: curriculum, learning content and personal space in the classroom, differentiation of the work in terms of tasks and materials used by making them accessible through additional support, differentiation of assessments, avoidance of sensory overstimulation and maintaining attention, rewards use, involvement of students from the classroom in understanding the particularities of the student with ASD and also an open answer item requesting their personal opinion or suggestions regarding curricular adaptations for ASD students.

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