Analysis of educational support systems for children with mental retardation and autism spectrum disorders.

摘要

Children with autism spectrum disorders (ASDs) have the right to education. In India, ASDs are covered by the National Trust Act, which focuses on guardianship. Education is predominantly provided by non-government organizations and varied models are used in educating the children. This study aimed to compile information on the current educational models and to find out the feasibility for replication. The major models found to be in use were: special schools, inclusive schools, home-based instruction and units established by parent groups. The choice of model depended on the child's level of functioning and parental aspirations. About 46.8% preferred home-based instruction, while 25.8% were enrolled in special schools and 19.4% were in inclusive schools. All children initially needed home-based training. Picture activity schedules, discrete trial training, sensory integration and structured environment were found to be effective in the education of children with ASDs. Although children improved with home-based instruction, parents expressed stress. About 73% of the parents were eager to send their children to a suitable school, but dissatisfied with the existing facilities. Recognizing ASDs as a disability in the Persons with Disabilities Act (1995) will strengthen and promote the education of children with these conditions.