Children with Autism Spectrum Conditions: Social Norms and Expectations in Swedish Preschools

Holmqvist, Mona

doi:10.1007/978-3-030-91297-0_3

Cited by 3 publications

(3 citation statements)

References 39 publications

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“…A study points out that norms established for typical children affect how children with autism are treated. By doing so, the curriculum itself can become an obstacle for teachers when trying to meet autistic children's needs, thus limiting their inclusive intentions [23]. The example from the Swedish context, where the curriculum explicitly addresses assumptions about children being social and communicative, imposes expectations on children who experience difficulties in such areas.…”

Section: Introductionmentioning

confidence: 99%

The Use of Professional Development to Enhance Education of Students with Autism: A Systematic Review

Petersson-Bloom,

Leifler,

Holmqvist

2023

Education Sciences

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The study objective in this article was to present the state-of-the-art on teachers’ professional development to enhance educational quality for students with autism spectrum disorders (ASD) in primary and secondary education. A systematic review was conducted, following the PRISMA guidelines. Quantitative, qualitative, and mixed-methods studies were eligible for inclusion. Fifteen studies were identified and summarized. To identify the eligibility criteria, we applied the SPIDER framework. Quality appraisal was applied using the MMAT. A thematic summary and narrative synthesis of the included studies was conducted to establish a comprehensive understanding of what makes a difference in preparation for teachers of autistic students. Two key factors were found regarding the design of professional development for teachers to enhance their skills to teach autistic students. Firstly, teachers’ developed autism-specific knowledge, and secondly, the need for practice-based training with a focus on the challenges teachers meet at their own schools. Multiple ways of addressing teachers’ need for professional development regarding autistic students may further contribute to inclusive values and actions.

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Section: Introductionmentioning

confidence: 99%

The Use of Professional Development to Enhance Education of Students with Autism: A Systematic Review

Petersson-Bloom,

Leifler,

Holmqvist

2023

Education Sciences

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“…Prospective teachers require the capacity to reflect beyond the truths that are easily taken for granted. Holmqvist [6] contends, ". .…”

Section: Introductionmentioning

confidence: 99%

“…The study must emphasize aspects of reflective practice [6], critical reflection, critical thinking, and professionalism to address challenging students or teaching situations.…”

mentioning

confidence: 99%

Navigating Self-Reflection for Aspiring Special Education Teachers: A Scoping Review on Inclusive Educational Practices and Their Insights for Autism Education

Klefbeck

2023

Education Sciences

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This scoping review investigates the pivotal role of self-reflection in enhancing the skills of prospective educators, with the intention of drawing conclusions on how this aspect can contribute to improved teaching for students with autism. Two guiding research questions include: (1) How do targeted strategies in teacher education influence self-reflection among prospective special education teachers, and to what extent do these strategies enhance their reflective capacity, as indicated by the reviewed studies? (2) What research gaps exist regarding integrating reflective practice into teacher education programs to enhance prospective special education teachers’ self-reflection and professionalism? Finally, conclusions drawn from the results are analyzed through the framework of core aspects defined in the ICD-11, the eleventh edition of the ‘International Classification of Diseases’. This approach provides insight into how the conclusions can be applied to nurture self-reflection of future special education teachers, particularly emphasizing the facilitation of participation and learning for students with autism. Utilizing a scoping review methodology, the study comprehensively explores this vital area, adapting search strategies as needed. Several of the included studies suggested that to effectively contribute to the development of well-considered action strategies in encounters with students in a special education context, including autism education, it is not enough to incorporate reflective practice; the teacher candidates also need feedback and guidance. In conclusion, this research underscores self-reflection’s pivotal role in bridging theory and practice, enhancing the preparation of future educators for their work with diverse student populations.

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Changes experienced in primary education by teachers, autistic students and students' parents after a professional development intervention

Petersson‐Bloom

Holmqvist

2023

Research in Spec Educ Needs

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We aimed to explore the experiences of teachers, autistic students and students' parents, before and after professional development intervention for teachers in primary school. The main participants were five autistic students aged 7–11 years in three primary schools (intervention schools), their parents and teachers. Five school contexts were studied, with three interventions and two comparisons. Data collected included questionnaires, student evaluations and recorded follow‐up conversations. The results showed statistically significant changes among teachers pre‐ to postintervention at all three intervention schools; no differences were found at control schools. However, analyses of the case studies showed that parents and students did not experience changes at the same levels as teachers. Identified barriers to change included a lack of physical space, time to focus on each child, and resources. Professional development is effective in changing teachers' understanding and attitudes, but not enough to change classroom practice in the views of students and parents.

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Children with Autism Spectrum Conditions: Social Norms and Expectations in Swedish Preschools

Cited by 3 publications

References 39 publications

The Use of Professional Development to Enhance Education of Students with Autism: A Systematic Review

The Use of Professional Development to Enhance Education of Students with Autism: A Systematic Review

Navigating Self-Reflection for Aspiring Special Education Teachers: A Scoping Review on Inclusive Educational Practices and Their Insights for Autism Education

Changes experienced in primary education by teachers, autistic students and students' parents after a professional development intervention

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