Autism-Open Access
Open Access
ISSN: 2165-7890
ISSN: 2165-7890
Francisco Jose Montero Bancalero
Osuna University, Spain
Scientific Tracks Abstracts: Autism Open Access
Educational intervention is a key factor to advance the quality of life of people with autism. A truly inclusive education intervention can only be possible when there is a law that guarantees inclusiveness and providesthe necessary resources to carry it out. In addition to the necessary legal framework, the role of teachers is considered important. Often, refusal to deal with children with autism stems from ignorance of the disorder. At the same time, many studies on education and attention to diversity have shown that increasing levels of training in this area candecrease the negative attitudes among teachers when dealing with children who have special educational needs. For an appropriate educational intervention in autism, the following measures are required: ΓΆΒ?ΒΆ The educational culture of the school should defend values for inclusion. ΓΆΒ?ΒΆ There should be teamwork among teachers of special education and teachers of regular education. ΓΆΒ?ΒΆ There should be specializationin autism plans aimed attraining teachers that include techniques of effective evidencebased intervention;general principles of behavior modification (reinforcement, shaping, chaining, avoiding selfstimulatory behaviors); anddevelopment of functional language. ΓΆΒ?ΒΆ It is necessary to enhance academic achievement as a source for the development of self-esteem. ΓΆΒ?ΒΆ There must be a structured and predictable educational environment. ΓΆΒ?ΒΆ Social skills training is needed by teachers to improve channels of communication with parents of autistic children. ΓΆΒ?ΒΆ Teachers should understand that despite having a similar diagnosis, each child is unique (as is his family) and how the disorder manifests is different. For this reason, the intervention must be individualized.
Francisco José Montero Bancalero, from Spain, studied psychology at Seville University and obtained his doctorate at Huelva University. He is currently a professor at Osuna University, Spain (www.euosuna.org),where he teaches subjects related to educational intervention in children with psychopathological problems and special educational needs. He educates students studying for the Primary Education Degree and Early Childhood Education Degree, and is keen to transmit to hisstudents the attitudes, skills and knowledge needed for better evidence-based learning onpsychopathological disorders.
Email: fmontero@euosuna.org