Special Educators' Experiences of a Numeracy Intervention for Autistic Students

Autor/inn/en	Alallawi, Barah; Denne, Louise; Apanasionok, Magdalena M.; Grindle, Corinna F.; Hastings, Richard P.
Titel	Special Educators' Experiences of a Numeracy Intervention for Autistic Students
Quelle	In: European Journal of Special Needs Education, 37 (2022) 6, S.965-978 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2021.1989128
Schlagwörter	Special Education Teachers; Numeracy; Students with Disabilities; Autism Spectrum Disorders; Mathematics Instruction; Evidence Based Practice; Special Schools; Teaching Skills; Self Efficacy; Intervention; Barriers; Student Behavior; Behavior Problems; Children; Early Adolescents; Program Effectiveness; Teacher Attitudes; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Rechenkompetenz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Mathematics lessons; Mathematikunterricht; Special school; Sonderschule; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Self-efficacy; Selbstwirksamkeit; Student behaviour; Schülerverhalten; Child; Kind; Kinder; Lehrerverhalten; Ausland; Großbritannien
Abstract	Very little qualitative research has been carried out about the experiences of educators who deliver mathematics evidence-based teaching programmes to autistic students. Using a semi-structured format, we interviewed ten educators who had been delivering the Teaching Early Numeracy to Children with Developmental Disabilities (TEN-DD) programme for eight months with autistic students in a special school setting. Reflexive thematic analysis findings indicated that taking part in the numeracy intervention was a valuable experience for both the educators and their students. There was initial scepticism about the intervention, but this was transformed to conviction during the implementation period. Educators reported an increased sense of competence in their teaching skills, evident in greater satisfaction and increased self-efficacy. Furthermore, there was a strong interest in continuing to use the numeracy intervention with students. There were also implementation challenges with TEN-DD, including students' challenging behavior. The implications of these findings are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01