Influences, Views and Practices Associated with Life Skills Education for Children with Autism in Two Cities in Turkey and England

Abstract

This study explored influences, views and practices associated with life skills education for children with autism within schools in two cities in England and in Turkey of similar socio-economic status and size. Data was collected via interviews with staff and observations in mainstream and special schools. Life skills were taught to children with autism in both cities. Schools in both cities taught basic and complex everyday skills, associated with psychosocial abilities, and enhancement of positive behaviour. The teaching of life skills was influenced by cultural and religious views and availability of resources resulting in differing models. In the Turkish Schools development of life skills relied more heavily on situational learning within the community as a bridge to parental engagement, whereas the English schools were more likely to use an adapted experiential model within the school campus with support from parents in transferring skills at home.