Distance Learning: A Viable Option for Professional Development for Teachers of Students with Autism Spectrum Disorder in China

Autor/inn/en	Simpson, Lisa A.; Qi, Sharon; He, Kan; Tao, Qing Qing
Titel	Distance Learning: A Viable Option for Professional Development for Teachers of Students with Autism Spectrum Disorder in China
Quelle	In: Journal of the International Association of Special Education, 16 (2015) 1, S.109-122 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Foreign Countries; Autism; Pervasive Developmental Disorders; Teaching Methods; Distance Education; Faculty Development; Educational Technology; Technology Uses in Education; Access to Education; Special Education Teachers; International Cooperation; Early Intervention; Early Childhood Education; Needs Assessment; Learning Modules; Alternative Assessment; China; United States + Suchen Sie Ihr Suchwort? Ausland; Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Education; Access; Bildung; Zugang; Bildungszugang; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Internationale Kooperation; Internationale Zusammenarbeit; Early childhood; Frühkindliche Bildung; Frühpädagogik; Bedarfsermittlung; Learning module; Lernmodul; USA
Abstract	Identifying students with ASD in the People's Republic of China (PRC) has lagged behind western countries, particularly the United States. Families often have to travel long distances to obtain a diagnosis and then are faced with few treatment options once the diagnosis is made. Recent laws governing special education in the PRC do not specifically address children with ASD; consequently, educational programs for these children are scarce. Though more special education teacher preparation programs are emerging, many are not well equipped to support teachers of children with ASD. Consequently, the need for in-service training in the area of ASD is significant. This manuscript discusses a collaborative two-year professional development project aimed at providing teachers in Nanjing, China, with much needed skills in working with students with ASD. A distance training model was employed to train teachers how to use informal assessment to guide instruction and monitor progress of their students. (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://www.iase.org/publications.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01