¹Maria Drossinou Korea,²Panagiotis Alexopoulos

¹Department of Philology, University of Peloponnese, Kalamata, Greece

²Department of Primary Education, University of the Aegean, Rhodes, Greece

DOI : https://doi.org/10.47191/ijsshr/v6-i2-02

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ABSTRACT

The main hypothesis focuses on the ability of literature teachers to understand the difficulties of a student with Autism Spectrum Disorder [ASD] in junior high school (as presented in the film Ben X). The paper presents school and instructional integration in secondary education with the methodology of observation for special educational needs [SENs] in autism. For this purpose, the pedagogical tool "Targeted, Individual, Structured, Integrated Intervention Program of Special Education and Training" [TISIPfSEN] is used, with an emphasis on the school's weekly timetable. According to the findings, hetero-observations and the teacher's informal pedagogical assessment contribute to the definition of teaching priorities for the student in terms of time spent on the computer and cooperation with classmates.

KEYWORDS:

integration, ASD, observation methodology, informal pedagogical assessment

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TABLE OF ACRONYMS
1) Targeted, Individually Structured, and Inclusive Intervention Programs for Students with Special Educational Needs (TISIPfSEN).

2) Framework of Analytical Program Special Education (FAPSE).

3) Autism Spectrum Disorder (ASD).

4) Basic Skills Checklists (BSCLs).

5) Informal Pedagogical Assessment (IPA).

6) Special Educational Needs (SENs).

VOlUME 06 ISSUE 02 FEBRUARY 2023