British Teachers' Knowledge and Awareness of Tourette Syndrome in Children Attending Mainstream School

Autor/inn/en	Ludlow, Amanda K.; Cutler, Alison; Keville, Saskia
Titel	British Teachers' Knowledge and Awareness of Tourette Syndrome in Children Attending Mainstream School
Quelle	In: Journal of Research in Special Educational Needs, 22 (2022) 4, S.323-331 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ludlow, Amanda K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1111/1471-3802.12570
Schlagwörter	Knowledge Level; Faculty Development; Elementary School Teachers; Secondary School Teachers; Foreign Countries; Neurological Impairments; Teacher Attitudes; Disadvantaged; Students with Disabilities; Inclusion; Behavior Disorders; Teacher Student Relationship; Parent Teacher Cooperation; Stress Variables; United Kingdom + Suchen Sie Ihr Suchwort? Wissensbasis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Neurodegenerative Erkrankung; Lehrerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Großbritannien
Abstract	Mainstream primary and secondary schools are increasingly committed to the inclusion of students with Tourette Syndrome (TS). This qualitative study explores teachers' perceptions of factors that have contributed to, or hindered, their success in creating an inclusive environment for children with Tourette Syndrome (TS). Eight teachers (two males, six females) from mainstream primary and secondary schools in the United Kingdom (UK) took part in semi-structured interviews to ascertain their knowledge, training and experience of TS during their professional careers in the UK. Thematic analysis of the transcripts revealed three main themes: teachers' lack of real knowledge and awareness of TS; training provision and marginalisation of TS; and finding solutions and building alliances. Although many of the teachers described their mainstream school as an inclusive environment, many still believed they lacked the professional training to adequately understand the disorder. By enhancing teacher training related to TS, improvements may be seen in the communications between the teachers and parents, and opportunities to educate children and the wider community will also result in a more inclusive environment, reducing specific and generic stressors for children with TS. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01