Special education versus inclusive education: The role of the TEACCH program

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Abstract

Our study aimed at comparing, over a period of 3 years, the effectiveness of three different educational approaches addressed to children with autism and severe mental retardation. The first one was a treatment and education of autistic and related communication handicapped children (TEACCH) program implemented in a residential center; the second was a TEACCH program implemented at home and at mainstream schools, after a specific parent psychoeducational training; the third approach referred to inclusive education in mainstream schools, in which a nonspecific approach was implemented. Each subject was assessed twice, using the Psycho-Educational Profile-Revised (PEP-R) and Vineland Adaptive Behavior Scale (VABS)-survey form. Effectiveness of TEACCH appeared to be confirmed, showing positive outcomes in the natural setting, and revealing its inclusive value.

Original languageEnglish
Pages (from-to)874-882
Number of pages9
JournalJournal of Autism and Developmental Disorders
Volume39
Issue number6
DOIs
Publication statusPublished - Jun 2009

Keywords

  • Autistic disorder
  • Inclusion
  • Individualized educational program
  • Parent-training

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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