ERIC Number: EJ1324880
Record Type: Journal
Publication Date: 2021-Sep
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1520-3247
EISSN: N/A
The Feasibility of Implementing Autism Intervention Methods in Formal Education Settings Welcoming Refugee and Asylum-Seeking Children: A Systematic Review of the Literature
New Directions for Child and Adolescent Development, n179 p7-28 Sep 2021
Given the significant amount of time that refugee and asylum-seeking children (RASC) spend in schools, these institutions play an important role in their lives and represent an ideal environment in which to help them to adapt to their host society. The present study aimed to draw attention to the possibility of transferring intervention methods designed for children with ASD to formal education settings welcoming newly arrived RASC to support their adaptation to their new school environment. For this purpose, a systematic review was undertaken to assess the feasibility of implementing three specific ASD intervention methods (i.e., TEACCH, PECS, and PMI) in schools welcoming RASC. While the review did not reveal previous attempts to implement and evaluate ASD intervention methods with newcomer RASC, 21 records were uncovered providing preliminary evidence in support of this idea. Hypothesized strengths and limitations, as well as considerations about implementation, are discussed.
Descriptors: Intervention, Refugees, Autism, Pervasive Developmental Disorders, Student Adjustment, Program Implementation, Program Evaluation, Children
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A