Analysis of ASD Classrooms: Specialised Open Classrooms in the Community of Madrid

Esther Vela Llauradó, Laura Martín Martínez and Inés Martín Cruz
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Esther Vela Llauradó: Faculty of Education and Psychology, Francisco de Vitoria University, 28223 Madrid, Spain
Laura Martín Martínez: Faculty of Education and Psychology, Francisco de Vitoria University, 28223 Madrid, Spain
Inés Martín Cruz: Faculty of Education and Psychology, Francisco de Vitoria University, 28223 Madrid, Spain

Sustainability, 2020, vol. 12, issue 18, 1-17

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 different 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 offer many benefits, due to the personalised attention they provide and the specialised training of teachers.

Keywords: autism; ASD classrooms; specialist schools; inclusion; special educational needs (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
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