Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout

Autor/inn/en	Boujut, Emilie; Dean, Annika; Grouselle, Amélie; Cappe, Emilie
Titel	Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout
Quelle	In: Journal of Autism and Developmental Disorders, 46 (2016) 9, S.2874-2889 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-016-2833-2
Schlagwörter	Foreign Countries; Comparative Analysis; Special Schools; Regular and Special Education Relationship; Pervasive Developmental Disorders; Stress Variables; Social Support Groups; Coping; Teacher Burnout; Classroom Environment; Teaching Experience; Self Disclosure (Individuals); Questionnaires; Inclusion; Special Education Teachers; Autism; France + Suchen Sie Ihr Suchwort? Ausland; Special school; Sonderschule; Social support; Soziale Unterstützung; Bewältigung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Klassenklima; Unterrichtsklima; Fragebogen; Inklusion; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrende; Autismus; Frankreich
Abstract	The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a source of stress for teachers. Specialized teachers have, in theory, received special training. To compare the experiences of teachers dealing with students with ASD in different classroom environments. A total of 245 teachers filled out four self-report questionnaires measuring perceived stress, social support, coping strategies, and burnout. Specialized teachers perceive their teaching as a challenge, can count on receiving help from colleagues, use more problem-focused coping strategies and social support seeking behavior, and are less emotionally exhausted than teachers in regular classes. This study highlights that teachers in specialized schools and classes have better adjustment, probably due to their training, experience, and tailored classroom conditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01