Handbook for Inclusive Environments for Children with Autism Spectrum Disorder
Ikuta-Särkkä, Aya; Uwamariya, Clemence; Geranmayeh, Nik (2025)
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Lataukset:
2025
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025052214859
https://urn.fi/URN:NBN:fi:amk-2025052214859
Tiivistelmä
The purpose of this thesis is to explore the challenges that early childhood education and care (ECEC) professionals encounter when supporting children with autism spectrum disorder (ASD). Simultaneously, the objective is to develop a user-friendly handbook for ECEC professionals, providing not only information on ASD but also practical strategies for fostering inclusive and supportive environments through a social pedagogical approach.
The handbook was created using research-based development method. The theoretical basis consists of exploration of the Finnish ECEC system, theories of inclusion from social pedagogical perspective, and special characteristics and needs of ASD. As a part of background discussions, informal interviews were conducted with the thesis' working life partner from the ECEC field to identify gaps between research findings and real-world practices as regards inclusive environments for autistic children. These discussions aimed to gain a deeper understanding of the current situation and insights from ECEC professionals, including their practices, challenges, and possible areas for improvement.
The background research indicates that not all ECEC professionals are familiar with ASD or adequately prepared to support autistic children. Moreover, current learning environments rarely provide a supportive space tailored to the needs of children with ASD. The findings highlight a need for increased awareness and improved environmental design to foster a sense of belonging and well-being for children with ASD.
The handbook includes basic information and tips to support ECEC professionals working with children with ASD. The contents were thoroughly selected together with the working life partner and written in simple Finnish to ensure both accessibility and usability. In conclusion, the developmental work highlights that ECEC professionals see a great need for a handbook to support inclusive practices, promote active involvement, and ensure the well-being of children with ASD in Finnish ECEC settings.
The handbook was created using research-based development method. The theoretical basis consists of exploration of the Finnish ECEC system, theories of inclusion from social pedagogical perspective, and special characteristics and needs of ASD. As a part of background discussions, informal interviews were conducted with the thesis' working life partner from the ECEC field to identify gaps between research findings and real-world practices as regards inclusive environments for autistic children. These discussions aimed to gain a deeper understanding of the current situation and insights from ECEC professionals, including their practices, challenges, and possible areas for improvement.
The background research indicates that not all ECEC professionals are familiar with ASD or adequately prepared to support autistic children. Moreover, current learning environments rarely provide a supportive space tailored to the needs of children with ASD. The findings highlight a need for increased awareness and improved environmental design to foster a sense of belonging and well-being for children with ASD.
The handbook includes basic information and tips to support ECEC professionals working with children with ASD. The contents were thoroughly selected together with the working life partner and written in simple Finnish to ensure both accessibility and usability. In conclusion, the developmental work highlights that ECEC professionals see a great need for a handbook to support inclusive practices, promote active involvement, and ensure the well-being of children with ASD in Finnish ECEC settings.