SOCIAL INCLUSION OF CHILDREN DIAGNOSED WITHAUTISM SPECTRUM DISORDER IN INDIA: A LITERATURE REVIEW
Abstract
Autism Spectrum Disorder is a neurodevelopmental disorder defined by insufficiency in social communication and social interaction skills and restricted and repetitive patterns of behavior. The aim of this research was to analyze empirical studies on inclusion of children with Autism in India over the past 20 years and then propose recommendations for future research. A systematic process was used to conduct the review which included identifying the data source, assessing the quality of our studies, and drawing analysis of our findings. The result included different stakeholder’s perspectives which were parents and teachers.
Article visualizations:
Keywords
Full Text:
PDFReferences
Alam D. S., Robinson H., Kanungo A., Hossain M. D., Hassan M. (2013). Health Systems preparedness for responding to the growing burden of non-communicable disease-a case study of Bangladesh (Working Paper No 25). The Nossal Institute for Global Health, The University of Melbourne, AusAID Knowledge Hub for Health. 2013.
Aravamudhan, Sridhar Awasthi, Smita (2019). Inclusion in Home, Social, and Educational Settings for Children with Autism in India—Enablers and Challenges: Insights from Educators across World DO - 10.1007/978-981-13-5962-0_25
Abbagani, K. L. (2006). A study of children with autism and effectiveness of psychosocial interventions with them. The thesis submitted to the Osmania University for the award of Degree of Doctor of Philosophy in social Work June 2006.
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders. 5th ed. Arlington: American Psychiatric Publishing
American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders. 4th ed. Washington: American Psychiatric Publishing
Ashwini Tiwari, Ajay Das, Manisha Sharma (2015). Inclusive education a “rhetoric” or “reality”? Teachers' perspectives and beliefs, Teaching and Teacher Education, Volume 52, 2015, Pages 128-136, ISSN 0742-051X, https://doi.org/10.1016/j.tate.2015.09.002
Attitudes of Secondary School Teachers towards Inclusive Education in New Delhi, India January 2013 Journal of Research in Special Educational Needs 14(4) DOI:10.1111/1471-3802.12016
Bhatnagar Das Ajay (2014). Attitudes of Secondary Regular School Teachers Toward Inclusive Education in New Delhi, India: A Qualitative Study 24 DO- 10.5206/eei.v24i2.7712 Exceptionality Education International
Baio J., Wiggins L., Christensen D. L., et al. (2014). Prevalence of autism spectrum disorder among children aged 8 years — autism and developmental disabilities monitoring network, 11 sites, United States, 2014. MMWR Surveill Summ 2018; 67:1-23. 10.15585/mmwr. ss6706a1
F. M. Gresham (1998). Social Skill Training with Children: Social Learning and Applied Behavioral Analytic Approaches. In T. S. Watson & F. M. Gresham (Eds.), Handbook of Child Behavior Therapy (pp.475-497), New York: Plenum Press, 1998. [14] J. B. Kupersmidt, M. E. DeRosier
Guralnick M. J. (1998). The effectiveness of early intervention for vulnerable children: A developmental perspective. AJMR; 102:319–45.
Ghosh, M., Shah, A. H., Dhir, K., & Merchant, K. F. (2008). Behavior in children with Down syndrome. Indian Journal of Pediatrics, 75(7), 685–689. https://doi.org/10.1007/s12098-008-0129-z
Halfon N., Kuo A. A. (2013). What DSM-5 could mean to children with autism and their families. JAMA Pediatr ; 167:608-13. 10.1001/jamapediatrics.2013.2188
Hume K, Bellini S, Pratt C. (2006). The usage and perceived outcomes of early intervention and early childhood programs for young children with autism spectrum disorder. Topics Early Child Spec Educ.; 25:195–207.
How Peer Problems Led to Negative Outcomes: An Integrative Mediational Model. In J. B. Kupersmidt & K. A. Dodge (Eds.), Children’s Peer Relations: From Development to Intervention (pp.119-138), Washington: American Psychological Association.
Hartley-McAndrew M, Mertz J, Hoffman M, et al. (2004). Rates of autism spectrum disorder diagnosis under the DSM-5 criteria compared to DSM-IV-TR criteria in a hospital-based clinic. Pediatr Neurol 2016; 57:34-8. 10.1016/j.pediatrneurol.2016.01.012
J. B. Kupersmidt, M. E. DeRosier (2004). How Peer Problems Led to Negative Outcomes: An Integrative Mediational Model. In J. B. Kupersmidt & K.A. Dodge (Eds.), Children’s Peer Relations: From Development to Intervention (pp.119-138), Washington: American Psychological Association
Kumar, S., Alexander, M., & Gnanamuthu, C. (2004). Recent experience with Rett syndrome at a tertiary care center. Neurology India, 52(4), 494.
Katsiyannis, E. Dragsow, M. Herbst. (2006). Developing Legally Correct and Educationally Appropriate Programs for Students with Autism Spectrum Disorders, Focus on Autism & other Developmental Disabilities, Vol.18, No.3, 182-192
Karanth P, Srikanth N, Roche A, et al. (2008). The Com DEALL program & Com DEALL intervention manuals for toddlers & pre-schoolers. Bangalore: The Com DEALL Trust, 2008; 2010. p. 1–10.
Karanth P, Shaista S, Srikanth N. (2010). Efficacy of communication DEALL—an indigenous early intervention program for children with autism spectrum disorders. Indian J Pediatr. 2010; 77:957–62.
Kulage K. M., Smaldone A. M., Cohn E. G. (2014). How will DSM-5 affect autism diagnosis? A systematic literature review and meta-analysis. J Autism Dev Disord; 44:1918-32. 10.1007/s10803-014-2065-2
Katsiyannis, E. Dragsow, M. Herbst (2014). Developing Legally Correct and Educationally Appropriate Programs for Students with Autism Spectrum Disorders, Focus on Autism & other Developmental Disabilities, Vol.18, No.3, 182-192.
Lal, R., & Ganesan, K. (2011). Children with autism spectrum disorders: Social Stories and self-management of behaviour. British Journal of Educational Research, 1(1), 36–48.
L. Wing (1988).The Continuum of Autistic Characteristics, in Schopler, E. and Mesibow, G (eds) Diagnosis and assessment in autism, Plenum Press, New York, 1988.
Malhi, P., Venkatesh, L., Bharti, B., & Singhi, P. (2017). The Indian Journal of Paediatrics, 84(4), 283–288. https://doi.org/10.1007/s12098-016-2285-x
National Research Council (2001). Educating children with autism. Committee on educational interventions for children with autism. In: Lord C, McGee JP, eds. Division of behavioral and social sciences and education. Washington: National Academy Press
Narayan, J., Chakravarti, S. N., David, J., & Kanniappan, M. (2005). Analysis of educational support systems for children with mental retardation and autism spectrum disorders. International Journal of Rehabilitation Research, 28(4), 365–368. https://doi.org/10.1097/00004356- 200512000-00011
O. I. Lovaas (2020) Behavioral treatment and normal educational and intellectual functioning in young autistic children, Journal of Consulting and Clinical Psychology, Vol.55, 3-9.
P. Howlin, S. Goode (1998). Outcome in Adult Life for People with Autism, Asperger Syndrome. In F. R. Volkmar (Eds.), Autism and Pervasive Developmental Disorders (pp.209-241), New York: Cambridge University Press, 1998
Rogers S. J. (1998). Empirically supported comprehensive treatments for young children with autism. J Clin Child Psychol; 27:168–79.
Srivastava, Seema, & Mukhopadhyay, Anjana (2011). Optimism-pessimism and emotional competence measures of parents of children with symptoms of autism. Indian Journal of Community Psychology, 7(1), 130–138.
Szatmari P. (1998). Heterogeneity and the genetics of autism. J Psychiatry Neurosci (1998). 24:159–65.
Sturmey P., Dalfern S. (2014). The effects of DSM5 autism diagnostic criteria on number of individuals diagnosed with autism spectrum disorders: a systematic review. Rev J Autism Dev Disord; 1:249-52. 10.1007/s40489-014-0016-7
S. Shahzadi (2000). Inclusive Education: Perspective of Service, International Special Education Congress 2000, University of Manchester, 234-239, 2000.
S. N. Elliott, D. N. Mckinnie (2017). Relationships and Differences among Social Skills, Problem Behavior, and Academic competence for mainstreamed learning-disabled and non-handicapped students, Canadian Journal of School Psychology, Vol.10, 1-14.
T. Smith, A. D. Groen, J. W. Wynn (2018). Randomized trial of intensive early intervention for children with pervasive developmental disorder, American Journal on Mental Retardation, Vol.105, 269-285.
Teachers' concerns about inclusive education in Ahmedabad, India January 2014 Journal of Research in Special Educational Needs 16(1) DOI:10.1111/1471-3802.12054
U. Frith (1991). Autism and Asperger Syndrome, Cambridge University Press, New York
UNESCO (1994). Access and Quality, World Conference on Special Needs Education, Salamanca, 1994.
UNESCO (1999). Salamanca-five years on: A review of UNESCO activities in the light of the Salamanca Statement and Framework for Action on Special Needs Education, Paris, 1999.
WHO (1992). The ICD-10 Classification of Mental and Behavioral Disorders: Clinical Descriptions and Diagnostic Guidelines, Geneva, 1992.
Yaylaci F, Miral S. (2017). A comparison of DSM-IV-TR and DSM-5 diagnostic classifications in the clinical diagnosis of autistic spectrum disorder. J Autism Dev Disord 2017; 47:101-9. 10.1007/s10803-016-2937-8.
DOI: http://dx.doi.org/10.46827/ejse.v7i4.4024
Copyright © 2015 - 2023. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.
All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
