Professional Learning among Specialist Staff in Resourced Mainstream Schools for Pupils with ASD and SLI

Autor/inn/en	Bond, Caroline; Hebron, Judith; Oldfield, Jeremy
Titel	Professional Learning among Specialist Staff in Resourced Mainstream Schools for Pupils with ASD and SLI
Quelle	In: Educational Psychology in Practice, 33 (2017) 4, S.341-355 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2017.1324406
Schlagwörter	Autism; Pervasive Developmental Disorders; Language Impairments; Psychologists; Educational Psychology; Specialists; Questionnaires; Pretests Posttests; Mainstreaming; Self Efficacy; Training; Instructional Effectiveness; Longitudinal Studies; Foreign Countries; Semi Structured Interviews; Elementary School Teachers; Secondary School Teachers; Teacher Aides; Faculty Development; United Kingdom (England) + Suchen Sie Ihr Suchwort? Autismus; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Psychologist; Psychologe; Psychologin; Erziehungspsychologie; Pädagogische Psychologie; Fragebogen; Self-efficacy; Selbstwirksamkeit; Ausbildung; Unterrichtserfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Handreichung; Lehrerhilfe
Abstract	Supporting pupils with autism spectrum disorder (ASD) in mainstream schools is a challenging task. This article proposes a professional development framework for educational psychologists (EPs) to consider when supporting the development of specialist ASD staff. The framework focuses on training content, educator characteristics and organisational elements. Nine mainstream schools developing additional provision to support children with ASD and specific language impairment (SLI) participated in the research. Specialist staff were provided with training and took part in follow up interviews about their developing practice. A pre- and post-questionnaire of participants (N = 30) attending the specialist training is supplemented with longitudinal interview data from specialist staff (N = 20). A paired sample t-test of questionnaire data showed that staff self-efficacy significantly increased pre- to post-training with a large effect size (0.61). Thematic analysis of interviews provided evidence of sustained professional development over time, underpinned by supportive organisational factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01