General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies.
Autism spectrum disorder
General education
Inclusion
Pedagogical practices
Student–teacher relationships
Teacher perceptions
Journal
Journal of autism and developmental disorders
ISSN: 1573-3432
Titre abrégé: J Autism Dev Disord
Pays: United States
ID NLM: 7904301
Informations de publication
Date de publication:
Sep 2022
Sep 2022
Historique:
accepted:
28
08
2021
pubmed:
22
9
2021
medline:
6
8
2022
entrez:
21
9
2021
Statut:
ppublish
Résumé
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.
Identifiants
pubmed: 34546512
doi: 10.1007/s10803-021-05266-4
pii: 10.1007/s10803-021-05266-4
pmc: PMC9349117
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
3977-3990Subventions
Organisme : Institute of Education Sciences
ID : R324A180105
Informations de copyright
© 2021. The Author(s).
Références
J Autism Dev Disord. 2003 Apr;33(2):123-30
pubmed: 12757351
J Autism Dev Disord. 2018 Jun;48(6):1995-2009
pubmed: 29318433
J Autism Dev Disord. 2012 May;42(5):755-68
pubmed: 21698499
J Autism Dev Disord. 2006 Oct;36(7):849-61
pubmed: 16845581
Early Educ Dev. 2013;24(6):851-864
pubmed: 24039375
J Clin Child Adolesc Psychol. 2008 Jul;37(3):600-8
pubmed: 18645750
J Sch Psychol. 2007 Aug;45(4):363-383
pubmed: 21490876
J Autism Dev Disord. 2021 Jan 20;:
pubmed: 33474662
Autism. 2016 May;20(4):442-62
pubmed: 26134030
Res Dev Disabil. 2021 Jun;113:103941
pubmed: 33831663
J Sch Psychol. 2020 Feb;78:69-74
pubmed: 32178812
PLoS One. 2015 Aug 28;10(8):e0137002
pubmed: 26317862
J Clin Child Adolesc Psychol. 2008 Jul;37(3):588-99
pubmed: 18645749
J Autism Dev Disord. 2007 Sep;37(8):1403-12
pubmed: 17082975
Science. 2011 Aug 19;333(6045):1034-7
pubmed: 21852503
J Autism Dev Disord. 2015 Aug;45(8):2329-36
pubmed: 25758819
J Autism Dev Disord. 2019 Jul;49(7):2810-2821
pubmed: 29071563
J Appl Behav Anal. 2008 Fall;41(3):405-9
pubmed: 18816978
ASHA. 1994 Aug;36(8):123-4
pubmed: 7524511
Child Dev. 2014 Sep-Oct;85(5):1836-42
pubmed: 24779480
J Autism Dev Disord. 2013 Feb;43(2):345-60
pubmed: 22706583
J Autism Dev Disord. 2014 Jul;44(7):1766-72
pubmed: 24362795
J Autism Dev Disord. 2016 Dec;46(12):3653-3666
pubmed: 27638649