Plan For Viva Discussion 2022

EDU_6_PRJ: Plan for viva
The viva is an opportunity to sit and discuss your plans with your dissertation supervisor. Use
this form to support your viva discussion. You must complete the viva before starting your
practical research.
Research question What are the perspectives of teachers in a special school on
what mainstream schools should learn from them on supporting
children with autism?
Reading list –
identify three texts relating to your research question and briefly describe the
relevant content
Full reference
(Harvard LSBU)
Annotation – concise description of relevant content
(you could use bullet points)
Text 1 Iadarola, S.,
Hetherington, S.,
Clinton, C., Dean,
M., Reisinger, E.,
Huynh, L., Locke, J.,
Conn, K., Heinert,
S., Kataoka, S. and
Harwood, R., 2015.
Services for
children with autism
spectrum disorder
in three, large
urban school
districts:
Perspectives of
parents and
educators.
Autism,
19(6), pp.694-703.
 Educators have expressed significant level of
frustration with school-centric administration
and more specifically with the absence of
district support for resources in special
schools.
 Additionally, issues have also been raised
regarding having adequate number of team
members to accomplish the needs of
students with autism.
 The teacher-assistant association itself is of
several layers. These layers comprise of
teachers who assist paraprofessionals along
with educators with better education
credentials and paraprofessionals who
typically belong to racial or ethnic
backgrounds similar to that of the students.
 These approaches will help paraprofessionals
to relate more with students with ASD.
 Thus, educators’ perspective has identified
the importance of cultural shift in schools in
order to augment the level of acceptance and
inclusion of children with autism.
 Hence, with novel inclusion mandates, the
elevating numbers of children with autism will
possibly exacerbate the tension of obtaining
inclusive education.
Text 2 Roberts, J. and
Simpson, K., 2016.
A review of
research into
stakeholder
perspectives on
inclusion of
students with
autism in
mainstream
schools.
Internation
al Journal of
Inclusive
Education,
20(10),
pp.1084-1096.
 Educators in the U.K and the U.S have
expressed positive approaches regarding
supporting children with autism through
inclusion in educational provisions.
 In the perspective of educators, sensitivity of
inclusive practice has been linked to the
consideration of inclusion as related to
integration.
 This support the approach of involving child
with autism by underlining the adjustment of
the learning setting in order to attain needs
of all children by drawing contradiction to
integration when the child is expected to
regulate its nature with the established

environment.
 In the view of educators, inclusion essentially
provides children with autism the scope to
involve themselves in greater number of
academic tasks.
 Moreover, application of class-wide
approaches of addressing behaviour as well
as social concerns will benefit all students.
 Studies have mentioned that general
educators necessitate more collegial support
for engaging children with autism in
comparison to other students with
disabilities.
Text 3 Kauffman, J.M.,
Anastasiou, D.,
Badar, J., Travers,
J.C. and Wiley, A.L.,
2016. Inclusive
education moving
forward. In
General
and special
education inclusion
in an age of
change: Roles of
professionals
involved (pp. 153-
178). Emerald
Group Publishing
Limited.
 Inclusive special education takes into account
the priority for children with special needs
must have full accessibility to curricula which
are suitable for them all through their
education.
 Inclusive special education accepts the
existing reality in mainstream educational
institutions which many educators fail to offer
knowledge to children with special
educational needs. This is due to inadequate
endeavour on teaching children with special
needs in their training as well as scanty
resources.
 Thus, mainstream schools should consider
chief component of inclusive special
education which is the provision of effectual
and current training and support for class
educators.
 However, with elevated levels of training and
support, superior mainstream classroom
educators will attain greater confidence as
well as competence in order to teach children
with excessive range of special needs.
Inclusive special education has considered
while the majority of children with special
needs can be effectively educated in
mainstream classes.
Rationale –
Why
is this subject of
interest to you?
Why is this
subject relevant
more widely?
 Although majority of educators support a rights-based approach
towards inclusion in principle and support education of all children
in mainstream classroom, there can be witnessed tensions amongst
educators specifically linked to provision of autism-specific
adjustments or autism specific staff training (Keen, Webster and
Ridley 2016).
 This approach is considered to be possibly exclusionary as
perceived by the rights-based inclusionists. Authors by drawing
relevance to former studies have claimed that there can be
identified many supporting needs-based perspective and show