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Preventing School Exclusion of Students with Autism Spectrum Disorder (ASD) through Reducing Discrimination: Sustainable Integration through Contact-Based Education Sessions

Author

Listed:
  • Gheorghița Nistor

    (Department of Social Work, Faculty of Sociology and Social Work, University of Bucharest, 050663 Bucharest, Romania)

  • Cristian-Laurențiu Dumitru

    (SucCESS Association, Support for Children with Special Educational Needs and Their Families, 917035 Calarasi, Romania)

Abstract

Students with autism spectrum disorder (ASD) are discriminated against and stigmatized by the school community. The objective of this study is to analyze the school inclusion process of students with ASD by reducing discrimination and stigmatization through contact-based education sessions. This can be achieved through school projects. In the present study, discrimination and stigmatization toward children with ASD were analyzed in high school students (N = 141) through Haghighat’s standardized stigmatization questionnaire (SSQ1). In the active group, a student diagnosed with ASD also participated in the awareness activities of the problems faced by the students with ASD and the contact-based education (CBE) sessions carried out in the classroom. The results showed significant differences in reducing discrimination and stigmatization in high school students, both in the control group and especially in the active group. It was observed that the development of CBE (inclusion of the student with ASD in activities) led to the creation of a supportive school community, demonstrating that the activities carried out within the SucCESS Project achieved their purpose. The SSQ1 can be applied to high school students, and together with CBE activities, it can be used in school inclusion projects for children with ASD or mental disabilities.

Suggested Citation

  • Gheorghița Nistor & Cristian-Laurențiu Dumitru, 2021. "Preventing School Exclusion of Students with Autism Spectrum Disorder (ASD) through Reducing Discrimination: Sustainable Integration through Contact-Based Education Sessions," Sustainability, MDPI, vol. 13(13), pages 1-17, June.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:13:p:7056-:d:580706
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    References listed on IDEAS

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    1. Luis Ortiz-Jiménez & Victoria Figueredo-Canosa & Macarena Castellary López & María Carmen López Berlanga, 2020. "Teachers’ Perceptions of the Use of ICTs in the Educational Response to Students with Disabilities," Sustainability, MDPI, vol. 12(22), pages 1-12, November.
    2. Anna Enrica Strelow & Martina Dort & Malte Schwinger & Hanna Christiansen, 2021. "Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis," Sustainability, MDPI, vol. 13(5), pages 1-20, February.
    3. David Estévez & María-José Terrón-López & Paloma J. Velasco-Quintana & Rosa-María Rodríguez-Jiménez & Valle Álvarez-Manzano, 2021. "A Case Study of a Robot-Assisted Speech Therapy for Children with Language Disorders," Sustainability, MDPI, vol. 13(5), pages 1-19, March.
    4. Daniel Falla & Sergio Sánchez & José A. Casas, 2021. "What Do We Know about Bullying in Schoolchildren with Disabilities? A Systematic Review of Recent Work," Sustainability, MDPI, vol. 13(1), pages 1-18, January.
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