TY  - JOUR
T1  - School Adjustment of Children with Autism in Regular Early Childhood Schools: Perspectives of Nigerian Teachers
AU - Onuigbo, Liziana N. AU - Eze, Uche N. AU - Patience, E. Obiweluozo 
JO  - The Social Sciences
VL  - 11
IS  - 8
SP  - 1378
EP  - 1386
PY  - 2016
DA  - 2001/08/19
SN  - 1818-5800
DO  - sscience.2016.1378.1386
UR  - https://makhillpublications.co/view-article.php?doi=sscience.2016.1378.1386
KW  - Autism
KW  -school adjustment
KW  -inclusion
KW  -early childhood
KW  -teachers
AB  - The early inclusion of children with autism into the regular school has become prevalent in recent times. Evidence suggests that transiting from the home to a new school environment poses adjustment difficulties for these children especially as they manifest impairment in communication, social and emotional functioning. A qualitative approach was adopted to gather data on strategies teachers employ as well as teacher characteristics that facilitate the adjustment of the children with autism in regular schools. Data were collected using an in-depth interview on 28 teachers who teach early childhood classes. The results were analyzed and three broad themes were identified. The findings indicated the importance of active and positive teacher pupil interaction in ensuring school adjustment of autistic children. Major educational implications of this finding, include the need for teachers and care givers to be flexible, creative and patient with the child.
ER  -