Transdisciplinary approaches to enhance inclusive education for children with autism : a case Study

Abstract

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition that affects an individual’s social interactions, communication skills, and behavioural patterns (JACKSON, 1970). Children diagnosed with ASD often face challenges in both accessing and succeeding in inclusive educational settings (Carter et al., 2011; National Autism Centre, 2015). This research explores the potential of a transdisciplinary approach to improve educational inclusion and success for pupils with ASD. A transdisciplinary approach represents a collaborative framework in which professionals from various fields work together to provide holistic support to children with ASD (Billingsley & Cross, 1981; Deschenes et al., 2001; Lutrea, 2015). Lutrea underscores the importance of such an approach in Special Education case management, noting its efficacy in addressing the unique needs of ASD learners. This cooperative model acknowledges the comprehensive and individualised needs of children on the spectrum, emphasising the significance of a unified team effort to meet those needs effectively (Pretti-Frontczak & Bricker, 2000; Roberts & Billingsley, 2007). This study employs a case study methodology, focusing on the insights of educators who have worked with students diagnosed with Autism Spectrum Disorder (ASD). It specifically examines how these educators implement a transdisciplinary strategy to support pupils within mainstream school settings, among other professionals. This study aims to enhance our understanding of the transdisciplinary approach and evaluate how it can improve educational outcomes for children with Autism Spectrum Disorder (ASD) in inclusive settings. The researcher anticipates that the results will guide the development of more effective and inclusive educational practices (Carter et al., 2010; National Autism Center, 2015; Hong & Reynolds-Keefer, 2013). Children with ASD have the same entitlement to education as their peers. However, they often encounter significant challenges in achieving success within inclusive learning environments. A transdisciplinary approach shows promise in overcoming these barriers while offering tailored support that allows ASD learners to thrive in mainstream schools. The outcomes of this research will provide valuable insights towards creating more equitable and effective educational strategies for children on the autism spectrum (Cross, 2007).