https://orcid.org/0000-0001-5697-5577
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ABSTRACT
The recent introduction of inclusive schooling settings in France has allowed children with autism spectrum disorder (ASD) as young as 3 years to benefit from teaching adapted to their special needs, while sharing the same educational environment as their typical peers. The present study examined 1) whether chidren with ASD attenting an inclusive unit exhibit significant gains in cognitive and communicative skills, and 2) whether chronological age, autistic symptoms, sensory processing, language abilities, and nonverbal intellectual functioning are associated with these gains. Outcome measures, repeated every 8 months during two years included standardized assessments of cognitive and communicative development. Results indicated that children make significant progresses both in cognitive and communicative domain, although the pace of development varied from one child to another. Nonverbal intellectual functioning, chronological age and language abilities are significantly correlated with gains made by children in two years. The implications of these encouraging initial results and their limitations are discussed from the perspective of ensuring the best educational opportunities and wellbeing of children with ASD in inclusive early school settings.
Disclosure Statement
No potential conflict of interest was reported by the author(s).
Notes
1. The BSE-R is a composite scale of 29 items completed by staff who are with the children on a daily basis. This tool measures a variety of autistic symptoms, such as poor social interaction, abnormal eye contact, verbal and nonverbal communication difficulties and echolalia. Associated features of ASD, such as eating, sleep and motor disorders, are also evaluated. Each item is rated on a 5-point Likert scale, according to the severity of the symptom, ranging from 0 (Never present) to 4 (Always present). An overall score indicating the severity of behavioural problems in children with autism can be obtained by summing the 29 item scores.
2. Dunn’s Sensory Profile is completed by parents and measures children’s responses to sensory stimuli in daily activities. This scale is suitable for 3- to 11-year-old children. Its short form includes 38 items that the parents have to rate on a Likert scale ranging from 1 (Always) to 5 (Never). The questionnaire is divided into seven sections: tactile sensitivity, taste/smell sensitivity, movement sensitivity, underresponsive/seeks sensation, auditory filtering, low energy/weak, and visual/auditory sensitivity. An overall score of sensory processing difficulties can be calculated. A lower score indicates more sensory abnormalities, while a higher score indicates less atypicality.