Can Pictorial Narration Offer a Solution to Teacher Training on the Effective Inclusion of Students with Autism Spectrum Disorder in Low-Resource Settings? Investigation on Knowledge and Stigma Change

Autor/inn/en	Low, Hui Min; Wong, Tze Peng; Lee, Lay Wah; Makesavanh, Somchay; Vongsouangtham, Bountheing; Phannalath, Vikate; Che Ahmad, Aznan; Lee, Ann Sien Sut
Titel	Can Pictorial Narration Offer a Solution to Teacher Training on the Effective Inclusion of Students with Autism Spectrum Disorder in Low-Resource Settings? Investigation on Knowledge and Stigma Change
Quelle	In: Autism: The International Journal of Research and Practice, 25 (2021) 5, S.1216-1233 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Low, Hui Min) ORCID (Wong, Tze Peng) ORCID (Lee, Ann Sien Sut)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361320984899
Schlagwörter	Autism; Pervasive Developmental Disorders; Pictorial Stimuli; Narration; Teacher Education; Inclusion; Teacher Workshops; Students with Disabilities; Foreign Countries; Symptoms (Individual Disorders); Social Bias; Laos + Suchen Sie Ihr Suchwort? Autismus; Fantasieanregung; Lehrerausbildung; Lehrerbildung; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Psychiatrische Symptomatik
Abstract	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 KhamdyTM. 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01