当前位置: X-MOL 学术European Journal of Special Needs Education › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Teacher education and confidence regarding autism of specialist primary school teachers
European Journal of Special Needs Education ( IF 1.930 ) Pub Date : 2020-11-09 , DOI: 10.1080/08856257.2020.1829865
Natalija Lisak Šegota 1 , I. Lessner Lištiaková 2 , J. Stošić 1 , J. Kossewska 3 , J. Troshanska 4 , A. Petkovska Nikolovska 4 , T. Cierpiałowska 3 , D. Preece 2
Affiliation  

ABSTRACT

Legislation and policy within Croatia, the Republic of North Macedonia and Poland supports the educational inclusion of children with autism; however, such inclusion is nascent in these countries. A survey of experienced teachers working directly with children with autism in both inclusive and special schools was undertaken in winter 2018–19. Five hundred and sixty questionnaires were distributed and 340 returned (61% response); after cleansing, 242 responses were analysed. Over a quarter of respondents had received no instruction regarding autism during initial teacher education; almost half had undertaken no continuing professional development on the topic. Special school teachers reported higher overall confidence, but levels remained low within a number of key domains. Teachers identified a need for appropriate teacher education regarding theory, relevant practical strategies and mentorship/supervision. Implications regarding inclusive practice and teacher education in these countries are identified.



中文翻译:

小学专科教师自闭症的师范教育与信心

摘要

克罗地亚、北马其顿共和国和波兰的立法和政策支持自闭症儿童接受教育;然而,这种包容性在这些国家是新生的。2018-19 年冬季对包容性和特殊学校中直接与自闭症儿童打交道的经验丰富的教师进行了一项调查。发放问卷 560 份,回收 340 份(61% 回复);清洗后,分析了 242 个响应。超过四分之一的受访者在初始教师教育期间没有接受过关于自闭症的指导;几乎一半的人没有就该主题进行持续的专业发展。特殊学校教师报告的总体信心较高,但在一些关键领域的信心水平仍然较低。教师们确定了对有关理论、相关实践策略和指导/监督的适当教师教育的需求。确定了这些国家对全纳实践和教师教育的影响。

更新日期:2020-11-09
down
wechat
bug