Faculty of Education, University of Sherbrooke, Sherbrooke, QC, Canada.
Department of Psychoeducation, University of Quebec, Trois-Rivières, QC, Canada.
Handb Clin Neurol. 2020;174:369-378. doi: 10.1016/B978-0-444-64148-9.00027-2.
Children with neurodevelopmental disorders are more likely to face challenges of various kinds throughout their schooling due to their vulnerability factors. Although certain evidence-based practices have been recognized to be effective in supporting academic performance or social and personal adjustment, transferring these practices to school realities remains a challenge. Indeed, the educational trend favored for more than 20 years promotes the development of all students in the most natural context possible. The objective of this chapter is to shed light on how resources and EBPs can be organized in an inclusive education context. A tiered framework, commonly adopted as different models across the world, is presented and used to demonstrate how interventions can be prioritized for the difficulties and special needs of specific (e.g., ADHD, dyslexia, and developmental coordination disorder) and complex (e.g., autism spectrum disorder) neurodevelopmental disorders. The chapter ends with a discussion of the conditions and drivers of intervention fidelity and effectiveness in an inclusive context and, more specifically, support for teachers and parents.
由于易损因素，神经发育障碍儿童在整个学校教育期间更有可能面临各种挑战。尽管某些基于证据的实践已被确认为支持学业成绩或社会和个人适应的有效方法，但将这些实践转移到学校现实仍然是一个挑战。事实上，20 多年来一直倡导的教育趋势是在尽可能自然的环境中促进所有学生的发展。本章旨在阐明如何在全纳教育环境中组织资源和 EBP。提出并使用了一个分层框架，该框架被世界各地的不同模型采用，以展示如何根据特定（例如，ADHD、阅读障碍和发育性协调障碍）和复杂（例如，自闭症谱系障碍）神经发育障碍的困难和特殊需求对干预措施进行优先级排序。最后，讨论了全纳环境中干预的保真度和有效性的条件和驱动因素，更具体地说，讨论了对教师和家长的支持。
