Literaturnachweis - Detailanzeige
| Autor/inn/en | Bolourian, Yasamin; Losh, Ainsley; Hamsho, Narmene; Eisenhower, Abbey; Blacher, Jan |
|---|---|
| Titel | General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies |
| Quelle | In: Journal of Autism and Developmental Disorders, 52 (2022) 9, S.3977-3990 (14 Seiten)
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| Zusatzinformation | ORCID (Bolourian, Yasamin) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-021-05266-4 |
| Schlagwörter | Teacher Attitudes; Autism; Pervasive Developmental Disorders; Inclusion; Teacher Student Relationship; Regular and Special Education Relationship; Elementary School Teachers; California; Massachusetts |
| Abstract | To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N = 18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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