Practices and Experiences of General Education Teachers Educating Students with Autism

Autor/inn/en	Oliver-Kerrigan, Kelsey A.; Christy, Danielle; Stahmer, Aubyn C.
Titel	Practices and Experiences of General Education Teachers Educating Students with Autism
Quelle	In: Education and Training in Autism and Developmental Disabilities, 56 (2021) 2, S.158-172 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Autism; Pervasive Developmental Disorders; General Education; Inclusion; Evidence Based Practice; Teaching Methods; Access to Education; Teacher Attitudes; Students with Disabilities; Elementary School Teachers; Preschool Teachers; Reinforcement; Modeling (Psychology); Parent Participation; Peer Teaching; Prompting; Technology Uses in Education; Visual Aids; Time + Suchen Sie Ihr Suchwort? Autismus; Allgemein bildendes Schulwesen; Allgemeinbildung; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; Lehrerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Positive Verstärkung; Modeling; Modelling; Modellierung; Elternmitwirkung; Peer group teaching; Peer Group Teaching; Benutzerführung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Anschauungsmaterial; Zeit
Abstract	As the number of students with autism included in general education (GE) increases, researchers highlight the impact of attitudes, knowledge, and experiences of GE teachers on successful inclusion. One way to support teachers is to link evidence-based autism practices to existing training initiatives. Universal Design for Learning (UDL) is an initiative that positively influences inclusion and shares commonalities with Classroom Pivotal Response Teaching (CPRT), an evidence-based approach for autism. Understanding teachers' perceptions and utilization of these and other evidence-based autism strategies is important for maximizing the benefit of inclusion while minimizing teacher burden. Using a qualitative design, this study conducted focus groups with 12 GE teachers to examine the strategies they used to support students with autism in inclusive classrooms and identified common themes. Teachers reported using a variety of strategies, including some evidence-based practices for autism, and had generally positive perceptions of UDL and CPRT. Implications for future research and teacher training are discussed. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01