Autism Spectrum Disorder Coursework for Teachers and Teacher-aides: An Investigation of Courses Offered in Queensland, Australia

Coates, Mitchell Graeme; Lamb, Janeen; Bartlett, Brendan John; Datta, Poulomee

doi:10.14221/ajte.2017v42n11.5

Cited by 14 publications

(11 citation statements)

References 22 publications

(25 reference statements)

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“…Yet most initial teacher education programs do not adequately prepare teachers to work in inclusive classrooms with students on the spectrum (Coates, Lamb, Bartlett, & Datta, 2017;Morrier, Hess, & Heflin, 2011). Consistent with this position, teachers, specialists, and parents in an Australian wide, autism-specific survey (Saggers et al, 2016) identified a lack of specific staff training as a key barrier to the effective education of students on the spectrum in non-segregated schools.…”

mentioning

confidence: 99%

Designing a Model of Practice for Australian Teachers of Young School-age Children on the Autism Spectrum

Taylor

Beamish

Tucker

et al. 2021

Journal of International Special Needs Education

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Extensive work has been undertaken in North America on effective practices in early childhood education, early childhood special education, and autism-specific interventions. Much of this work, however, has not been disseminated in teacher-friendly ways nor has it been translated into useable formats that support teacher uptake and incorporation into everyday classroom practice. The research presented here drew on practice literature from North America and a Design-Based Research approach to produce a Model of Practice (MoP) for Australian classroom teachers working with students on the autism spectrum in their first year of primary school. This practice model aims to support pedagogical decision making in relation to the effective and inclusive education of this student cohort. Iterative cycles of design involving generation of educational practices from the literature, content validation by experts, and social validation by classroom teachers were undertaken. These cycles were guided by MoP design principles and resulted in a prototype Early Years Model of Practice (EY-MoP) comprising 29 empirically-supported practices, which were highly endorsed by Australian teachers. The field testing of the EY-MoP should provide preliminary evidence of the applicability of this tool in Australian early years classrooms.

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mentioning

confidence: 99%

Designing a Model of Practice for Australian Teachers of Young School-age Children on the Autism Spectrum

Taylor

Beamish

Tucker

et al. 2021

Journal of International Special Needs Education

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“…De acuerdo a lo anterior, una de las estrategias más utilizadas y que se logró identificar en esta investigación es el acompañamiento permanente por parte del docente de apoyo, "el acompañamiento se puede contar como una estrategia" (D6) pero se refleja según los relatos de los participantes una notable carencia "se necesitan más docentes de apoyo" (D5), pues este apoyo juega un rol vital para los estudiantes (Coates, Lamb, Bartlett & Datta, 2017). Debido a la concentración significativa de estudiantes con TEA en una misma institución, no hay la suficiente cobertura a nivel de acompañantes permanentes, es por esto, que como se mencionó anteriormente algunos de estos acompañamientos son brindados por los padres de familia de forma particular, otros estudiantes lo tienen por medio de tutelas a través de las EPS, o IPS (Instituciones Prestadoras De Salud) por medio de fundaciones se encargan de brindar el acompañante.…”

Section: Discusión De Resultadosunclassified

Barreras en los procesos de Educación Inclusiva dirigidos a niños con Trastorno del Espectro Autista (TEA)

Gómez

Moreno

Huertas³

2020

HOP

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Objetivo: En esta investigación se buscó describir las percepciones de un grupo de docentes sobre los procesos de educación inclusiva en los que participan niños con trastorno del espectro autista (TEA) y sobre aquellos factores que atraviesan su instanciación y desarrollo. Método: la investigación involucró 12 participantes (docentes) de una institución educativa de la ciudad de Bogotá y se desarrolló entre los meses de mayo y octubre del año 2019. Se implementó un diseño de Teoría Fundamentada basado en la propuesta de Strauss y Corbin (1998) que se desarrolló a través de tres etapas; en las dos primeras se aplicaron entrevistas y en la tercera se realizó un grupo focal. Resultados: Los resultados de cada fase se analizaron siguiendo el procedimiento de la Codificación teórica (codificación abierta, codificación axial y codificación selectiva) propuesto por Strauss y Corbin (1998). Tras el desarrollo de las tres fases y la implementación de estrategias para garantizar calidad (p.e. auditoria por parte de un revisor externo al proceso de recolección y triangulación entre investigadores), se logró saturar una categoría central que emergería como un elemento común a las percepciones narradas por cada uno de los participantes: barreras que limitan los procesos inclusión. Al dimensionalizar esta categoría emergieron 4 subcategorías. 1) Barreras asociadas a los procesos de formación profesional para la diversidad; 2) Barreras asociadas a la participación de cuidadores en los procesos de educación inclusiva; 3) Barreras asociadas al uso de mediaciones efectivas y estrategias pedagógicas y didácticas para su uso en el aula de clase; 4) barreras asociadas a factores normativos y socioeconómicos. Se finaliza el texto sugiriendo posibles vías y estrategias que podrían llegar a articularse en una propuesta teórico-interventiva de carácter inclusiva que pueda contribuir al fortalecimiento de los procesos de educación inclusiva en el contexto de estudio y que sirva como guía para el desarrollo de otros procesos en otros contextos.

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“…These include the teaching time limitations inherent in approved pre-service teacher programmes and restrictive university budgets (Hart and More, 2013). In one study within Queensland, researchers identified limited ASD specific training at the university level (Coates et al, 2017). Of the ten universities reviewed, three institutions offered courses in inclusivity and disability, with only one university offering a unit dedicated to ASD in education.…”

Section: Discussionmentioning

confidence: 99%

From research to reality: Australian evidence‐based practice in autism education

Garrad¹,

Rayner

Pedersen

et al. 2021

Research in Spec Educ Needs

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Many teachers are sporadic in using evidencebased practice (EBP) concerning students with autism spectrum disorder (ASD). Numerous reasons have been posited for this. However, no single study has worked to understand the relative importance of identified criteria in the EBP decision-making processes of teachers. Through the development of a new survey tool, the Evidence-Based Practice Innovation Survey (EBPIAS), an exploration of the decision-making process of Australian teachers in their adoption and cessation of EBP was undertaken. Teachers rated the perception that an EBP would meet the needs of their students as the most important criteria in determining their use of EBP. Conversely, the judgement that an EBP did not meet the needs of their student was the most important criteria in their decision to cease use. In comparing the relevant importance of identified criteria, teachers rated the perception of training as the second-lowest consideration in their decision to adopt and cease using EBP. Consequently, there may need to be greater promotion of, or information concerning, the training required by teachers for effective implementation supporting a more balanced and holistic approach in assessing criteria impacting the adoption of EBP by teachers in the first instance, potentially lowering cessation rates.

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Autism Spectrum Disorder Coursework for Teachers and Teacher-aides: An Investigation of Courses Offered in Queensland, Australia

Cited by 14 publications

References 22 publications

Designing a Model of Practice for Australian Teachers of Young School-age Children on the Autism Spectrum

Designing a Model of Practice for Australian Teachers of Young School-age Children on the Autism Spectrum

Barreras en los procesos de Educación Inclusiva dirigidos a niños con Trastorno del Espectro Autista (TEA)

From research to reality: Australian evidence‐based practice in autism education

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