Preservice Teachers' Learning among Students with Autism Spectrum Disorder

Autor/inn/en	Power, Anne; Costley, Debra
Titel	Preservice Teachers' Learning among Students with Autism Spectrum Disorder
Quelle	In: Australasian Journal of Special Education, 38 (2014) 1, S.34-50 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
DOI	10.1017/jse.2014.6
Schlagwörter	Foreign Countries; Autism; Pervasive Developmental Disorders; Clubs; Children; Adolescents; Peer Relationship; Interaction; Preservice Teachers; Service Learning; Surveys; Reflection; Parent Attitudes; Student Teacher Attitudes; Skill Development; Interpersonal Competence; Data Analysis; Attitude Measures; Australia + Suchen Sie Ihr Suchwort? Ausland; Autismus; Club; Klub; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Peer-Beziehungen; Interaktion; Service-Learning; Survey; Umfrage; Befragung; Elternverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kompetenz; Auswertung; Australien
Abstract	This article reports on a collaborative venture between Autism Spectrum Australia and the University of Western Sydney, New South Wales, Australia. The Social Club network was formed for children and adolescents to provide structured opportunities for positive peer interactions in safe, stimulating and nonjudgmental environments. The Social Clubs were run by expert facilitators with additional workers drawn from preservice teachers undertaking a service-learning unit of study within the Master of Teaching Secondary course at the University of Western Sydney. The research design included surveys and reflections. Data were drawn from 4 sources: 58 parent survey responses, 51 Social Club member survey responses, 9 facilitator survey responses and 9 preservice teachers' reflections. Data analysis was framed by Bourdieu's work, which refers to the allocation of social power. After the experience, surveyed parents confirmed that their children were relaxed when changing topics in a conversation and working in groups. Members demonstrated that they engaged with other members and with preservice teachers. Club facilitators felt that the preservice teachers developed an understanding that students with autism spectrum disorder thrive in structured environments and that they would set up their own classrooms accordingly. For the future teachers, it was authentic learning that enriched their preparation for the classroom, however multilayered its student population might be. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10