Instructional Practices, Priorities, and Preparedness for Educating Students with Autism and Intellectual Disability

Autor/inn/en	Knight, Victoria F.; Huber, Heartley B.; Kuntz, Emily M.; Carter, Erik W.; Juarez, A. Pablo
Titel	Instructional Practices, Priorities, and Preparedness for Educating Students with Autism and Intellectual Disability
Quelle	In: Focus on Autism and Other Developmental Disabilities, 34 (2019) 1, S.3-14 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357618755694
Schlagwörter	Autism; Intellectual Disability; Evidence Based Practice; Special Education; Special Education Teachers; Teaching Methods; Teacher Competencies; Student Needs; Self Efficacy + Suchen Sie Ihr Suchwort? Autismus; Intellect; Disability; Disabilities; Verstand; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Self-efficacy; Selbstwirksamkeit
Abstract	Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability about (a) their implementation of 26 instructional practices, (b) their recent access to training and resources on those practices, (c) the factors they consider when deciding which practices to use, (d) the importance they place on various instructional areas (e.g., social skills, reading), and (e) their preparedness to provide that instruction. Although teachers reported implementing a wide range of evidence-based instructional practices, their recent access to training and resources was fairly limited. Special educators identified a constellation of factors informing their instructional decision making, placing emphasis on student needs and professional judgment. When considering instructional areas, a gap was evident between ratings of importance and preparedness. We address implications for strengthening professional development pathways and offer recommendations for future research. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01