Teacher education and confidence regarding autism of specialist primary school teachers

Šegota, Natalija Lisak; Lištiaková, Ivana Lessner; Stošić, Jasmina; Kossewska, Joanna; Troshanska, Jasmina; Nikolovska, Ana Petkovska; Cierpiałowska, Tamara; Preece, David

doi:10.1080/08856257.2020.1829865

Cited by 13 publications

(11 citation statements)

References 40 publications

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“…This in turn involves reviewing ways of supporting the professional development of teachers, with the aim of creating training opportunities through which teachers can experience success with the support of other teachers (Šegota et al, 2022). In this regard, one strategy could be to invite schools to create structures in which teachers with experience of working with students with ASD could mentor other teachers (AuCoin et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education

Martínez¹,

Rueda²,

Pérez³

2022

British J Special Edu

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This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed.

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Section: Discussionmentioning

confidence: 99%

Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education

Martínez¹,

Rueda²,

Pérez³

2022

British J Special Edu

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“…In addition, they should improve students' deictic verbs by receiving intense training to look in the right direction [33]. Teachers should also have the self-efficacy, techniques, knowledge, attitudes, and confidence to deal with the difficulties and aid students in understanding stigma [7,34,35]. The most significant concepts held by teachers concerning autism, such as social difficulties and narrow or fixed interests, demonstrated that they were aware of the main symptoms [36].…”

Section: Teachers Promote Equitable Education For Asd Studentsmentioning

confidence: 99%

Equitable Education for Bilingual Autism Spectrum Disorder Children

Adnyani¹,

Laksono²,

Anam³

et al. 2023

Proceedings of the Fifth Sriwijaya University Learning and Education International Conference (SULE-IC 2022)

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Inclusive and equitable quality education as the fourth Sustainable Development Goal (SDG) of the United Nations 2030 agenda is needed to provide education for all. All children, including those with autism spectrum disorder (ASD), have the right to get equal access and quality in learning with their peers in mainstream school. Their difficulty in social interaction and communication does not prevent them from acquiring and learning more than one language and becoming bilinguals. Bilingual children with or without autism spectrum disorder benefit from cognitive development, language skills, and executive function. Therefore, support from teachers and people in the environment to help them develop their second language with equality and equity is required as the prevalence of ASD children is increasing. This paper explores the importance of equitable education for bilingual children with autism spectrum disorder. It emphasizes what the English teacher should prepare to provide ASD students with an equitable education.

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“…Asimismo, existe una disparidad en cuanto al conocimiento y conceptos erróneos entre el profesorado de Educación Especial y el generalista (Haimour, I. A., & Obaidat, , 2013;Lisak-Segota, et al, 2022;Sanz-Cervera et al, 2017). Así bien, el profesorado especialista en Educación Especial posee una mayor conciencia sobre el TEA que el profesorado generalista (Sanz-Cervera, 2018).…”

Section: Introductionunclassified

El conocimiento del profesorado sobre el Trastorno del Espectro Autista

Fuster-Rico¹,

Pérez-Marco²,

Gonzálvez³

et al. 2023

REMIE

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Este trabajo se propuso estudiar el nivel de conocimientos sobre el Trastorno del Espectro del Autismo (TEA) que poseen 51 maestros. Se empleó el Autism Knowledge Questionnarie (AKQ) como instrumento para evaluar el conocimiento sobre el TEA. Se obtuvo que un 5.9 %, 47.1 % y 47.1 % de los participantes presentaron, respectivamente, un nivel de conocimiento débil, aceptable y bueno. Las carencias de conocimiento se asociaron con la comorbilidad, las características del TEA y los efectos de la medicación. Los resultados de los ANOVAS evidenciaron que las puntuaciones medias en el AKQ no difirieron significativamente en función del género, la formación universitaria, los años de experiencia docente y el tipo de centro. Respecto al perfil profesional actual, los maestros de Educación Especial o Audición y Lenguaje obtuvieron medias significativamente más elevadas que los maestros de Educación Primaria (d = 6.41). Del mismo modo, aquellos profesionales que habían tenido contacto con personas con TEA presentaban un nivel de conocimiento considerablemente más alto que los que no (d = 7.62). En conclusión, es necesaria una reconceptualización de la formación docente donde prime el contacto con el alumnado con TEA para enriquecer su conocimiento y, así, llevar a cabo una Educación Inclusiva.

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Teacher education and confidence regarding autism of specialist primary school teachers

Cited by 13 publications

References 40 publications

Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education

Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education

Equitable Education for Bilingual Autism Spectrum Disorder Children

El conocimiento del profesorado sobre el Trastorno del Espectro Autista

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