Htqe.2024.33

https://doi.org/10.22364/htqe.2024.33 | 436-451 | PDF

Preschool Education for Children with Autism Spectrum Disorder along Universal Design for Learning: A Theoretical Aspects

Inese Tīģere, Dina Bethere
Liepaja Academy of Riga Technical University, Latvia

Abstract
Background. In the context of inclusive education children with autism spectrum disorder have the right to attend an educational institution that best suits their needs; however, this right is restricted by a number of factors, including the special education programs that the educational institution offers and the level of competence of the teachers. Furthermore, an early diagnosis offers significant benefits because it determines the medical and special education programs that the kid is eligible for. But, a child’s needs might not be satisfied if his unique requirements are not recognized. Use of an appropriate strategy that guarantees inclusion in school for all children – not only those with a diagnosis and special education support measures – is therefore imperative. 
Method The field of inclusive education research is developing quite rapidly, highlighting the importance of this approach and providing new insights on the most effective way to put it into practice. However, certain theories are not supported by scientific findings, which furthers fragmentation. A systematic literature review of the literature makes it easier to evaluate concepts and frameworks objectively. EBSCOhost, CambridgeCore, ScienceDirect, and SageJournals are popular online bibliographic databases in the social sciences that were used in a systematic literature review.
Results. The research demonstrates how the universal design for learning framework complies with contemporary inclusive education trends through qualitative research, providing support to all children regardless of whether a diagnosis is made or whether a specific form of assistance has been determined upon.

Keywords: autism spectrum disorder; inclusive education; preschool; universal design for learning, teacher competence, learning strategies.

In: Human, Technologies and Quality of Education, 2024. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2024. Rakstu krājums.  Ed. L. Daniela. Riga: University of Latvia, 2024. 564 p.
ISBN 978-9934-36-301-6  
https://doi.org/10.22364/htqe.2024