The main aim of this article is to explore whether pictorial narration could offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in a low-resource context in the Lao People’s Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of Khamdy^TM. The teacher training included a half-day orientation workshop, followed by 4 weeks of online learning. Statistically significant improvement in autism spectrum disorder knowledge and reduction in autism spectrum disorder stigma was recorded for the teachers after completing the teacher training. The findings on social validity pointed to high acceptance toward the pictorial narrative method and the content designed for the purpose of this training. The teachers’ acceptance of the training method was found to have positive effects on their knowledge changes in the diagnosis and etiology aspects of autism spectrum disorder knowledge. The findings supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country. The findings offered insights to explain the knowledge change and stigma reduction recorded.

Lay abstract

In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People’s Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of Khamdy^TM. The teachers’ knowledge test results and feedback were analyzed. The findings indicated that teachers’ acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country.

中文翻译：

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图片叙述能否为教师培训提供解决方案，以在资源匮乏的环境中有效地包容自闭症谱系障碍学生？知识与污名变化调查

本文的主要目的是探讨在老挝人民民主共和国资源匮乏的情况下，图画叙述是否可以为教师培训提供解决方案，以有效地将自闭症谱系障碍学生纳入其中。为此，使用名为 The Story of Khamdy ^TM的图片叙事电子模块，从参加教师培训的 87 名老挝教师那里收集了培训前和培训后的知识数据. 教师培训包括为期半天的入职培训，然后是 4 周的在线学习。完成教师培训后，教师在自闭症谱系障碍知识方面的统计显着改善和自闭症谱系障碍耻辱感的减少被记录。社会效度的调查结果表明，人们对图画叙事方法和专为本培训目的而设计的内容的接受度很高。发现教师对培训方法的接受对其在自闭症谱系障碍知识的诊断和病因学方面的知识变化产生了积极影响。调查结果支持使用图片叙述方法向最不发达国家的教师传授有关包容性教育和自闭症谱系障碍的知识。

摘要

在这项研究中，我们探讨了图片叙述是否可以为教师培训提供解决方案，以有效地包容老挝人民民主共和国患有自闭症谱系障碍的学生。为此，使用名为 The Story of Khamdy ^TM的图片叙事电子模块，从参加教师培训的 87 名老挝教师那里收集了培训前和培训后的知识数据。对教师的知识测试结果和反馈进行了分析。研究结果表明，教师对培训方法的接受对其知识变化产生了积极影响，并支持使用图片叙述方法向最不发达国家的教师传授关于包容性教育和自闭症谱系障碍的知识。