METACOGNITIVE SKILLS IN UNIVERSITY STUDENTS WITH AND WITHOUT AUTISM SPECTRUM DISORDERS

Maria Drossinou-Korea

Abstract


Students with and without autism spectrum disorders (ASD) receive support and general and special education services in the classrooms of theoretical and laboratory courses at universities. The present study aimed to refer to the training of cognitive skills with students supported by Targeted, Individual Structured Integration Interventions of Special Education and Training (TISIPIf [SET]). In the hypotheses of the present, the content of the metacognitive skills in relation to assessing the degree of difficulty in understanding the course and whether it affects the individual method of study was investigated. Furthermore, the positive perceptions of peers were examined that are reflected in positive emotional thinks. They formed into experiential interactions through the individual and small group works of students with and without Autism Spectrum Disorders [ASD]. [N=100] students from the Agricultural University of Athens [AUA] participated in group workshops on memory techniques in the academic year 2021-2022. They were grouped into (N = 20 students) who were diagnosed with ASD and (N = 80) without ASD. According to the content of the pedagogical tool TISIPfSEN has examined the academic achievements, psychosocial disability and aggressive behaviours were discussed in individual Special Education sessions. The results showed no significant differences between the two groups in metacognitive skills in metaperceptual behaviours, with the exception of metacognitive skills in the individual study method they are using in the courses and their academic success scores in them. All the students improved with the individual interventions of SET. The results are discussed in light of current approaches to supporting students with ASD in universities.

 

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autism spectrum disorder, inclusive special education, training, university

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References


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DOI: http://dx.doi.org/10.46827/ejse.v9i1.4705

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