Special Education Versus Inclusive Education: The Role of the TEACCH Program

被引：67

作者：

Panerai, Simonetta ^{[1
]}

Zingale, Marinella ^{[1
]}

Trubia, Grazia ^{[1
]}

Finocchiaro, Maria ^{[1
]}

Zuccarello, Rosa ^{[1
]}

Ferri, Raffaele ^{[1
]}

Elia, Maurizio ^{[1
]}

机构：

[1] IRCCS Oasi Maria SS, I-94018 Troina, EN, Italy

来源：

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2009年 / 39卷 / 06期

关键词：

Autistic disorder; Parent-training; Individualized educational program; Inclusion; YOUNG-CHILDREN; EARLY INTERVENTION; AUTISM; HOME;

D O I：

10.1007/s10803-009-0696-5

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Our study aimed at comparing, over a period of 3 years, the effectiveness of three different educational approaches addressed to children with autism and severe mental retardation. The first one was a treatment and education of autistic and related communication handicapped children (TEACCH) program implemented in a residential center; the second was a TEACCH program implemented at home and at mainstream schools, after a specific parent psychoeducational training; the third approach referred to inclusive education in mainstream schools, in which a nonspecific approach was implemented. Each subject was assessed twice, using the Psycho-Educational Profile-Revised (PEP-R) and Vineland Adaptive Behavior Scale (VABS)-survey form. Effectiveness of TEACCH appeared to be confirmed, showing positive outcomes in the natural setting, and revealing its inclusive value.

引用

页码：874 / 882

页数：9

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