Teachers'Experiences when Encouraging Social Interaction in Children with Autism Spectrum Disorder (ASD) in Mainstream Schools. A Case Study in the Czech Republic

The rights of students with AS I) to enter mainstream settings have been strongly advocated. However, past research has shown that inclusion might prove challenging for them, leading to isolation from mainstream peers. This study focuses on how the interviewee-teachers in the Czech Republic operate to provide opportunities for meaningful anil sustainable social inclusion for learners with ASD. What knowledge they share to help these students socialize, and how they respond to challenges. In this study, two different approaches providing skills and techniques to develop genuine social interaction are considered. Firstly, the individually-based approach, where the student is taught how to develop social skills. Secondly, the child-to-child approach which aims to give guidance to classmates. This is a case- study in two urban primary schools in Prague. Five teachers were selected using a convenience sampling strategy within the purposeful sampling. Semi-structured interviews with open-ended questions, participant observations ami field-notes were used to combine multiple sources when collecting data. The research questions evolved as the study progressed. Tlie data verifies that in general interviewee- teachers recognise benefits in social interaction. They see positive advances in both the individual's...The rights of students with AS I) to enter mainstream settings have been strongly advocated. However, past research has shown that inclusion might prove challenging for them, leading to isolation from mainstream peers. This study focuses on how the interviewee-teachers in the Czech Republic operate to provide opportunities for meaningful anil sustainable social inclusion for learners with ASD. What knowledge they share to help these students socialize, and how they respond to challenges. In this study, two different approaches providing skills and techniques to develop genuine social interaction are considered. Firstly, the individually-based approach, where the student is taught how to develop social skills. Secondly, the child-to-child approach which aims to give guidance to classmates. This is a case- study in two urban primary schools in Prague. Five teachers were selected using a convenience sampling strategy within the purposeful sampling. Semi-structured interviews with open-ended questions, participant observations ami field-notes were used to combine multiple sources when collecting data. The research questions evolved as the study progressed. Tlie data verifies that in general interviewee- teachers recognise benefits in social interaction. They see positive advances in both the individual's...Katedra speciální pedagogikyFaculty of EducationPedagogická fakult

You Are not Alone! Experiences of LGBTQ+ Migrants in the UK during Covid-19 Lockdown. A Minority Stress Perspective

UK-based research has raised concerns about the impact of the COVID-19 pandemic on vulnerable individuals’ psychological wellbeing. Further European studies showed that the lockdown has exacerbated the social isolation of migrants who force-migrate from their country of origin due to well-founded fear of persecution on the basis of their sexual orientation or gender identity. The post-migration issues of exclusion and isolation are not new to this population, resulting from the intersecting stigma associated with their non-conforming sexuality, racial and migration status. The present study used Meyer’s minority stress model to explore how LGBTQ+ forced-migrants navigated the structural discrimination presented within the system during the COVID-19 pandemic. Furthermore, it explored how the Zoom online social support provided by Say It Loud Club, a UK-based LGBTQ+ organisation supporting sexual minority refugees and asylum seekers, helped to address the aforementioned intersecting stigmas, assessing the impact this had on their mental wellbeing. This qualitative study is community-based. Twenty-seven participants, using purposive sampling, took part in 4(x2) follow-up focus-groups to investigate the impacts of both COVID-19 and the organisation’s social support. The analysis was developed using instrumental case study approach drawn on existing theory for an explanatory purpose. Findings revealed that, like other vulnerable populations in the UK, LGBTQ+ asylum seekers and refugees faced similar general stressors during lockdown (e.g., Isolation, financial constraints and mental health issues). As expected, participants’ sexual minority identity led to additional stressors related to homophobia and the perception of the self as stigmatised and devalued minorities (e.g., double-marginalisation and discrimination from both their own diaspora communities and local government). Further empirical evidence shows that having social support tailored to their unique condition addressed social isolation, enhanced sense of belonging, acceptance and resilience, while providing skills and knowledge building in terms of sexuality and in accessing healthcare and local resources

Teachers'Experiences when Encouraging Social Interaction in Children with Autism Spectrum Disorder (ASD) in Mainstream Schools. A Case Study in the Czech Republic

The rights of students with AS I) to enter mainstream settings have been strongly advocated. However, past research has shown that inclusion might prove challenging for them, leading to isolation from mainstream peers. This study focuses on how the interviewee-teachers in the Czech Republic operate to provide opportunities for meaningful anil sustainable social inclusion for learners with ASD. What knowledge they share to help these students socialize, and how they respond to challenges. In this study, two different approaches providing skills and techniques to develop genuine social interaction are considered. Firstly, the individually-based approach, where the student is taught how to develop social skills. Secondly, the child-to-child approach which aims to give guidance to classmates. This is a case- study in two urban primary schools in Prague. Five teachers were selected using a convenience sampling strategy within the purposeful sampling. Semi-structured interviews with open-ended questions, participant observations ami field-notes were used to combine multiple sources when collecting data. The research questions evolved as the study progressed. Tlie data verifies that in general interviewee- teachers recognise benefits in social interaction. They see positive advances in both the individual's..