Analysis of ASD Classrooms: Specialised Open Classrooms in the Community of Madrid.
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2020
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Sustainability
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Abstract
Autism spectrum disorder (ASD) classrooms are specialised spaces within mainstream
schools that respond to the educational needs of students with autism spectrum disorder. This research
aims to analyse ASD classrooms in the Community of Madrid, their features and internal functioning.
The research follows a non-experimental, descriptive and comparative methodology, making a
comparison between di erent classrooms and analysing their impact on the teaching-learning process
of students with ASD. The variables refer to the physical environment, the characteristics of the
children, training of professionals and collaboration with other organisations. The data was gathered
using a questionnaire in digital format, collecting responses from 35 schools, using quantitative
techniques to relate variables. The results show that most classrooms have a structured organisation
that meet the needs of the students, who are generally diagnosed with moderate severity. Furthermore,
the relationship between the teachers of ASD classrooms and the mainstream classrooms promotes
inclusive educational practice. Finally, it was found that ASD classrooms o er many benefits, due to
the personalised attention they provide and the specialised training of teachers.
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Keywords
Autism, ASD classrooms, Specialist schools, Special educational needs