Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Module 4 - Management
Teachers Learning Path
Comprehensive and coordinated efforts for the management of autism spectrum disorders
https://apps.who.int/gb/ebwha/pdf_files/EB133/B133_4-en.pdf
Autism spectrum disorders comprise a range of developmental disorders characterized by impairment in functions related to central nervous system maturation. This umbrella term covers conditions such as autism, childhood disintegrative disorder and Asperger syndrome. These disorders are characterized by a varied mixture of impaired capacity for reciprocal socio-communicative interaction and a restricted, stereotyped repetitive repertoire of interests and activities. These conditions currently belong to the category in the International Statistical Classification of Diseases and Related Health Problems (Tenth revision) of pervasive developmental disorders, within the broader category of mental and behavioural disorders.
Disability studies and inclusive education — implications for theory, research, and practice: https://www.researchgate.net/publication/236221750_Disability_studies_and_inclusive_education_-_implications_for_theory_research_and_practice
This paper serves as a broad introduction to Disabilities Studies in Education (DSE). The emergence of DSE over the last decade has resulted in a vibrant area of academic scholarship as well as a critical forum for social/educational advocacy and activism. First, the authors trace the roots of DSE in the growth of disability studies (DS) within the UK and the USA. Second, they describe the formation of international networks dedicated to DSE. Third, they chart the evolution of DSE's conceptual framework, complete with tenets and examples, carefully crafted over time by a community of scholars. Fourth, they comment upon twelve papers selected for this special double issue of the International Journal of Inclusive Education, highlighting the contribution of each toward both advancing and elucidating the tenets within the conceptual framework of DSE. Finally, the authors close with reflections on the significance of DSE, contemplating what it offers theorists, researchers, and practitioners, as well as highlighting future possibilities.
