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The feasibility of implementing autism intervention methods in formal education settings welcoming refugee and asylum‐seeking children: A systematic review of the literature
Author(s) -
Larran Julie,
Schuster Isabell,
Hein Sascha
Publication year - 2021
Publication title -
new directions for child and adolescent development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.628
H-Index - 59
eISSN - 1534-8687
pISSN - 1520-3247
DOI - 10.1002/cad.20449
Subject(s) - intervention (counseling) , refugee , autism , psychology , autism spectrum disorder , adaptation (eye) , special education , best practice , medical education , applied psychology , developmental psychology , pedagogy , medicine , political science , psychiatry , neuroscience , law
Given the significant amount of time that refugee and asylum‐seeking children (RASC) spend in schools, these institutions play an important role in their lives and represent an ideal environment in which to help them to adapt to their host society. The present study aimed to draw attention to the possibility of transferring intervention methods designed for children with ASD to formal education settings welcoming newly arrived RASC to support their adaptation to their new school environment. For this purpose, a systematic review was undertaken to assess the feasibility of implementing three specific ASD intervention methods (i.e., TEACCH, PECS, and PMI) in schools welcoming RASC. While the review did not reveal previous attempts to implement and evaluate ASD intervention methods with newcomer RASC, 21 records were uncovered providing preliminary evidence in support of this idea. Hypothesized strengths and limitations, as well as considerations about implementation, are discussed.