Personalized learning based education of children with autism spectrum disorder to develop their learning skills in inclusive primary school setting

Book Series: EDULEARN Proceedings, ISSN: 2340-1117; Book doi: 10.21125/edulearn.2021. Book https://library.iated.org/publications/EDULEARN21Education of students with Autism Spectrum Disorders (ASD) is still challenging in many countries. Students with ASD demonstrate uneven intellectual abilities, have higher abilities in concrete tasks as opposed to abstract ones, basic reading, encoding, and rote skills and tasks are usually intact in high functioning ASD. Deficits are noted in all academic domains: comprehension, written expression, processing of complex materials, abstract and problem solving tasks [12]. Children with ASD have challenges with communication and social skills; they may have some type of restricted interest of repetitive behaviours [1]. Children with ASD tend to have more behavioural and emotional difficulties rather than children with typical development [10]. Personalized learning (PL) approach has gained its popularity in an inclusive educational setting. PL is student-centred approach, which allows students with special needs to be involved into classroom activities with other children [15]. PL environment allows students to take an active part in setting the goals of learning, planning their learning, tracking and determining how learning will be conducted [14], [11]. Several qualitative research reveal benefits of PL but assert that teachers have uneven understanding of the meaning of PL. Practical implication of this approach requires collaboration between school communities and the policy of the government in order to achieve success in inclusive settings [8], [4], [13], [6]. The authors of this explanatory research, that is part of the broader research, aim to reveal what approach dominates in inclusive primary school setting while teaching children with ASD. The explanatory research has been used as a methodology of the research. Methods, including semi-structured interview, content analysis, and scientific literature analysis have been employed.[...]Edukologijos tyrimų institutasVytauto Didžiojo universitetasŠvietimo akademij