Framing secondary teachers’ perspectives on the inclusion of students with autism spectrum disorder using critical discourse analysis

Rodden, Bridget; Prendeville, Paula; Burke, SJ; Kinsella, William

doi:10.1080/0305764x.2018.1506018

Cited by 16 publications

(11 citation statements)

References 27 publications

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“…For example, Pekrun et al (2011) found the power of anticipated feedback by teachers for secondary students influenced future emotions and future achievement goals for students. Furthermore, this aligns with Rodden et al (2018) who found secondary teachers in Ireland support the idea of teaching students with ASD in their classrooms, but lack confidence in practice such as pedagogical skills. Levels of frustration reported by teachers in this study had no difference whether teachers did or did not believe in inclusive education.…”

Section: Discussionsupporting

confidence: 77%

“…For example, Klehm (2014) found that teachers with more positive attitudes toward inclusive education used more evidencebased practices compared to less positive colleagues. Rodden et al (2018) note that secondary teachers in Ireland have a strong desire to be inclusive of students with autism spectrum disorder (ASD) but low self-efficacy on pedagogical skills. Boyle et al (2013) note that new graduate teacher attitudes declined in inclusive education after teaching for just one year.…”

Section: Inclusive Education: Changing Practice In Response To Policymentioning

confidence: 99%

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“It isn't you”: Teachers’ beliefs about inclusive education and their responses toward specific learning disabilities

Woodcock

Nicoll

2022

Psychology in the Schools

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Teachers' beliefs in inclusive education can be highly significant in the success of inclusive classrooms resulting in the performance outcomes of students. Teachers' understandings and expectations of students are important if students are to reach their potential. This study investigated 182 Australian secondary teachers' beliefs about inclusive education in relation to their causal attributions toward students with specific learning disabilities. This study was a quantitative study that used a survey instrument to measure teachers' attributional responses to students with and without specific learning disabilities. The findings show that teachers who believe in inclusive education report to be more positive/encouraging in their feedback towards students, feel greater sympathy toward them, as well as hold higher expectations toward the future than their counterparts. Teachers need to believe in inclusive education if students are to reach their potential at school.

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Section: Discussionsupporting

confidence: 77%

Section: Inclusive Education: Changing Practice In Response To Policymentioning

confidence: 99%

“It isn't you”: Teachers’ beliefs about inclusive education and their responses toward specific learning disabilities

Woodcock

Nicoll

2022

Psychology in the Schools

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“…Students with ASD are the most likely cohort of learners to be excluded from school (Barnard, 2000;Department for Education & Skills, 2006;National Autisitic Society, 2003). It has been found that students with ASD present significant instructional challenges for educators (Anglim et al, 2018;Klassen et al, 2011;Rodden et al, 2019;Ruble et al, 2013) and are often viewed as difficult to include (House of Commons Education & Skills Committee, 2006). Therefore, exploring the factors influencing these attitudes is important.…”

Section: Factors Influencing Attitudesmentioning

confidence: 99%

Educator Attitudes Towards the Inclusion of Students with Autism Spectrum Disorders in Mainstream Education: a Systematic Review

Russell

Scriney

Smyth

2022

Rev J Autism Dev Disord

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Educator attitudes towards inclusive education impact its success. Attitudes differ depending on the SEN cohort, and so the current systematic review is the first to focus solely on students with autism spectrum disorders (ASD). Seven databases searched yielded 13 relevant articles. The majority reported positive educator attitudes towards ASD inclusion but with considerable variety in the measures used. There were mixed findings regarding the impact of training and experience on attitudes but, where measured, higher self-efficacy was related to positive attitudes. In summary, educator ASD inclusion attitudes are generally positive but we highlight the need to move towards more homogeneous attitudinal measures. Further research is needed to aggregate data on attitudes towards SEN cohorts other than those with ASD.

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“…(Entman 1993, 52) Framing has been extensively employed "as a productive analytic perspective in countless social and institutional arenas" (Coupland 2012), e.g. discourse studies (D'Angelo et al 2019;, education (Rodden et al 2019;Windschitl 2002), and applied linguistics (Kapranov 2018;Pennington 1999;Pennington and Hoekje 2014;Pennington and Rogerson-Revell 2019). Based upon the groundbreaking research study by Pennington (1999) that applies framing to discuss a case study of the bilingual EFL/Cantonese classroom in Hong Kong, Pennington and Hoekje (2014) elaborate upon the application of framing and framing methodology to the teaching and learning of EFL in general.…”

Section: Framing In Efl Studies: Literature Overviewmentioning

confidence: 99%

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2019

Anglica. An International Journal of English Studies

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Old English has several strategies of hiatus resolution, which have received a lot of attention in diff erent theoretical approaches. This article discusses these strategies from a constraint-based approach within Optimality Theory. The analysis relies mainly on the solutions proposed by Opalińska (2002; 2004; 2006), and reveals the hierarchy of preference between 4 strategies of hiatus resolution: contraction, diphthongisation, gliding, and glide insertion. It is shown that all mechanisms are a result of the interaction of diff erent constraints. The article reveals that diphthongisation is the most optimal mechanism, whereas contraction occupies the last position due to the violation of weight preservation principle. The goal of this article is to advance Opalińska's solution by demonstrating that the preference for a given hiatus resolution strategy results from the fact which particular subset of constraints is needed to activate this strategy.

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Framing secondary teachers’ perspectives on the inclusion of students with autism spectrum disorder using critical discourse analysis

Cited by 16 publications

References 27 publications

“It isn't you”: Teachers’ beliefs about inclusive education and their responses toward specific learning disabilities

“It isn't you”: Teachers’ beliefs about inclusive education and their responses toward specific learning disabilities

Educator Attitudes Towards the Inclusion of Students with Autism Spectrum Disorders in Mainstream Education: a Systematic Review

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