Inclusion as Social Practice: Views of Children with Autism

By Elinor Ochs, Tamar Kremer-Sadlik, Olga Solomon, K. Sirota. 2001

263 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/094ab5c662d838f992cdffc29e0cb9a4771a06fc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. W. Symes
2. N. Humphrey
3. Jonathan M. Campbell
4. M. J. Segall
5. Craig Goodall
6. J. Hebron
7. R. Wood

In Cognitive Neuroscience

1. W. Symes
2. N. Humphrey
3. Jonathan M. Campbell
4. M. J. Segall
5. Craig Goodall
6. J. Hebron
7. E. Thordardottir

In Developmental and Educational Psychology

1. Jonathan M. Campbell
2. N. Humphrey
3. M. J. Segall
4. W. Symes
5. E. Thordardottir

Citations in the corpus

• Successes and difficulties in the individual inclusion of children with Autism Spectrum Disorder (ASD) in the eyes of their coordinators (2010, background): “This preparation includes behavioural, learning, social and emotional aspects (Burack et al. 2001; Hunt and Goetz 1997; Kohler, Strain, and Shearer 1996; Mesibov and Shea 1996; Ochs et al. 2001).”
• Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge (2013, background): “(2001) who argued that, ‘the practice of inclusion rests primarily on unaffected schoolmates rather than teachers’ (p.”
• Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study (2010, result): “More specifically, our study has provided evidence in support of the claim made by Ochs et al. (2001) that, ‘the practice of inclusion rests primarily on unaffected schoolmates rather than teachers’ (p. 399).”
• Peer-Mediated Instruction and Intervention Strategies for Students with Autism Spectrum Disorders (2010, background): “A study by Ochs et al. (2001) found that when typically developing peers between the ages of 8 and 12 years were provided with specific supports and a written manual outlining individualized steps to engage their classmates, the students with ASD experienced more compassionate understanding from…”
• Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders (2012, methodology): “Items for the Demographic Information section were adapted from the surveys developed by Praisner (2003) and McGregor and Campbell (2001).”
• Changing Children’s Attitudes Toward Autism: A Process of Persuasive Communication (2006, background): “For example, children with autism whose diagnosis was disclosed fully to school professionals and peers received more consistent social support within the classroom and during playground activities (Ochs et al., 2001).”