The Ways Forward for Improving Services to Educating Children with Autism Spectrum Disorders (ASD) in Nepal

Sharan Hari Shrestha,정대영,Dhruba Prasad Niure,하창완 한국정서행동장애학회 2019 정서ㆍ행동장애연구 Vol.35 No.3

The study aimed to explore the appropriate and relevant ways forward for improving services to educate children with ASD in the context of Nepal. This qualitative research was guided by interpretive research paradigm and hermeneutic phenomenology research design. In-depth interview was conducted with five parents, five teachers and three experts from Kathmandu Valley by using convenience sampling method. As a result of the study, some important and fruitful suggestions have been given by participants were conducting public awareness campaigns, providing early assessment and intervention service, establishment of diagnostic center, development of ASD schools and resource centers, development of curriculum and IEP, production of skilled manpower, expanding investment in the sector of ASD, and utilization of specific teaching strategies. The findings of this study, being a new concept and subject in the field of ASD in the context of Nepal, will be a mile stone for educating children with Autism Spectrum Disorders.

Challenges of Effective Instruction to the Students with Intellectual Disabilities in Special Schools of Nepal

Sharan Hari Shrestha,한경근,Nam Raj Neupane 대구대학교 한국특수교육문제연구소 2020 특수교육저널 : 이론과 실천 Vol.21 No.2

[Purpose] The study is aimed to explore the existing challenges for instructing children with intellectual disability in Nepal. [Method] This is a qualitative research study followed by descriptive design. Study includes 5 special schools of Kathmandu Valley which were selected by purposive sampling method. Similarly, 15 respondent teachers out of which 5 head teachers and 10 teachers (2 teachers from each school) were selected by purposive sampling method. Data collected from classroom observations and interviews with teachers and head teachers were validated by getting reviewed with a special education expert. [Results] Study showed that improving curriculum to make it need-based, recruiting qualified teachers, strengthening home-school collaboration, preparing an actual IEP, and developing positive thinking in parents are the challenges. Furthermore, enhancing support services, strengthening school management, and making school system disability-friendly are also the challenges associated with effective instruction to the students. [Conclusion] There are a number of challenges which can be overcome by the joint effort from the strong tie among government’s desire, strength of the schools, and qualified teachers.

A Comparative Study between Special and Integrated School Teachers’ Perspectives on Autism Spectrum Disorders (ASD) in Nepal

정대영,Sharan Hari Shrestha 한국정서행동장애학회 2018 정서ㆍ행동장애연구 Vol.34 No.4

This study focused on the perspectives of teachers on Autism spectrum disorder in Nepal. The main purpose of the present study was to compare knowledge, belief & awareness, and attitude of special and integrated teachers about ASD and teaching students with ASD. Quantitative research paradigm which was followed by the survey design was implemented for this study. Seventy six teachers from seven special and twelve integrated schools from Kathmandu valley were purposefully selected. The 5-points Likert Scale survey instrument (questionnaire) was developed and conducted. The data from the questionnaire were analyzed using independent sample t-test. Result of this study showed that there is a significance difference between perceptions of special and integrated teachers. As a whole, special teachers showed more knowledge, belief & awareness, placement of ASD children in this field. However, they do not have in-depth knowledge about ASD. Furthermore, Nepalese teachers especially in itegrated schools have not felt prepared to teach children with ASD in their classroom. Therefore, teachers require more training, seminar and workshop about ASD. Finally, the major conclusion of this study was that the special schools teachers of Nepal have more knowledge, belief & awareness, understanding, positive attitudes, placement services than the integrated teachers towards ASD. However, they have the basic knowledge of ASD.

Issues and Barriers to Educating Children with Autism Spectrum Disorders in Nepal

정대영,Sharan Hari Shrestha 한국정서행동장애학회 2018 정서ㆍ행동장애연구 Vol.34 No.2

This study was conducted to dig out the major barriers to educating autistic children in Nepal. Qualitative research method which was followed by descriptive research was adopted for this study. Two principals and six teachers from two schools situated in Kathmandu Valley were selected by using purposive sampling method. Data was collected through semi-structure interview questionnaire. Additionally, previous research documents were consulted for obtaining reliable information regarding this subject matter. As a result of this study, the situations of ASD were found as lack of availability of exact data, lack of public awareness and knowledge, misdiagnosis. Similarly, some of the major issues to educating children with ASD were identified as lack of IEP, no curriculum and training facilities, lack of resources. Likewise, the major barriers were recognized as narrow concept or bias of society toward disability, lack of proper counselling and coaching of parents and providing emotional support, lack of monitoring of developmental mile stone of children with ASD and lastly, improper functioning of health facilities in school and social health organizations. Therefore, it was concluded that the condition of children with ASD in Nepal is miserable. So, the early interventions and diagnosis services for ASD should be applied, autistic schools/centers should be opened from the side of government, and awareness program should be improved in the community and society.

perspectives of Teachers on Autism Spectrum Disorders in Nepal

Jung Dae Young,Sharan Hari Shrestha 한국특수교육학회 2018 한국특수교육학회 학술대회 Vol.2018 No.-

Differentiating Curriculum for Children with Hearing Impairments in Nepal: Exploring Realities and Challenges

Dhruba Prasad Niure,정대영,Sharan Hari Shrestha,Nam Raj Neupane 대구대학교 한국특수교육문제연구소 2019 특수교육저널 : 이론과 실천 Vol.20 No.3

[Purpose] This study aimed at exploring the ways that teachers have been using to differentiate the general education curriculum in integrated schools of Nepal to meet the special learning needs of students with hearing impairments. [Method] Qualitative research paradigm followed by descriptive research design was applied to collect and analyze data. Six teachers and three sign language interpreters were chosen as study sample by using purposive sampling method to collect information regarding the realities and challenges of differentiating curriculum in an integrated educational setting. In-depth interviews, classroom observations, and document analysis were used to collate information on a required basis. [Results] Study results revealed that several techniques and strategies like recruiting sign language interpreters, grouping based on ability, placing students in the front row of classroom, residential educational services, etc. were applied to differentiate the general education curricula. Regardless of these efforts, there are a number of challenges that have been facing by teachers while differentiating curriculum such as, over responsibilities of the teachers, lack of instructional materials, inadequate sign language interpreters, limited sign language vocabularies, and inflexible curriculum etc. [Conclusion] Even though teachers have been making various attempts to differentiate the curricula, students with hearing impairments do not have full access to curricular contents.

네팔 특수교사와 통합교사의 자폐스펙트럼장애에 대한 인식

정대영 ( Jung Dae Young ),샤란하리쉬레스타 ( Sharan Hari Shrestha ) 한국정서행동장애학회(구 한국정서·행동장애아교육학회) 2018 정서ㆍ행동장애연구 Vol.34 No.4

이 연구는 네팔 교사들의 자폐스펙트럼장애에 대한 인식에 관한 것이다. 이 연구의 목적은 자폐스펙트럼장애와 그들의 교육에 대한 일반교사와 통합학교 교사의 인식을 비교하는데 있다. 이 연구는 양적 연구 설계로서 질문지를 이용한 조사연구이다. 설문지는 5개 영역 20개 문항으로서 각 문항은 5점 척도로 개발되었다. 각문항의 타당도는 전공교수 1명과 특수교육 전문가 3명의 내용 검토를 거쳤으며, 문항 신뢰도는 .75 이었다. 조사대상은 카트만두 벨리 7개 특수학교와 12개 통합학교에서 76명의 교사들이 무선표집되었다. 조사 결과는 일반교사와 통합교사의 집단 t-검정을 실시하였다. 연구 결과는 일반교사와 통합교사 집단 간에 유의한 차이를 보였다. 특수교사들은 통합교사들에 비해 ASD 아동들에 대한 지식, 신념, 배치 영역에서 통합교사에 비해 더 높게 인식하고 있었다. 그러나 ASD에 대한 깊이 있는 지식을 갖추지 못하고 있는 것으로 나타났다. 이 연구에 따르면 네팔의 특수교사들은 통합교사에 비해 ASD에 대한 지식, 신념, 이해, 긍정적 태도, 배치 서비스에 대한 인식이 높았지만 ASD에 대한 기초적인 지식을 이해하고 있는 수준인 것으로 밝혀졌다. 특수교사들과 통합교사들은 교사들은 ASD에 관한 연수, 훈련, 워크숍 등을 통해 전문성을 개발할 필요가 있음을 시사하고 있다. 네팔은 개도국으로서 특수교육에 대한 관심을 갖기 시작하였으나 특수교육 전반에 대한 인프라가 취약한 상황이다. 자폐스펙트럼장애에 대한 교사들의 교수 역량을 강화하기 위한 교사, 학교, 교육청 및 국가 차원의 노력이 다양하게 이루어져야 할 것이다. This study focused on the perspectives of teachers on Autism spectrum disorder in Nepal. The main purpose of the present study was to compare knowledge, belief & awareness, and attitude of special and integrated teachers about ASD and teaching students with ASD. Quantitative research paradigm which was followed by the survey design was implemented for this study. Seventy six teachers from seven special and twelve integrated schools from Kathmandu valley were purposefully selected. The 5-points Likert Scale survey instrument (questionnaire) was developed and conducted. The Cronbach’s alpha for reliability of the questionnaire was .75. The data from the questionnaire were analyzed using independent sample t-test. Result of this study showed that there is a significance difference between perceptions of special and integrated teachers. As a whole, special teachers showed more knowledge, belief & awareness, placement of ASD children in this field. However, they do not have in-depth knowledge about ASD. Furthermore, Nepalese teachers especially in integrated schools have not felt prepared to teach children with ASD in their classroom. Therefore, teachers require more training, seminar and workshop about ASD. Finally, the major conclusion of this study was that the special schools teachers of Nepal have more knowledge, belief & awareness, understanding, positive attitudes, placement services than the integrated teachers towards ASD. However, they have the basic knowledge of ASD.