Do Educational Practitioners Invest in Specialised Discourses of Autism? Professional Knowledge Landscapes of Teachers and Teaching Assistants in Mainstream Schools

Autor/in	Conn, Carmel
Titel	Do Educational Practitioners Invest in Specialised Discourses of Autism? Professional Knowledge Landscapes of Teachers and Teaching Assistants in Mainstream Schools
Quelle	In: British Journal of Special Education, 46 (2019) 4, S.480-496 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Conn, Carmel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12288
Schlagwörter	Autism; Pervasive Developmental Disorders; Mainstreaming; Inclusion; Students with Disabilities; Teacher Student Relationship; Professional Identity; Teachers; Teacher Aides; Specialization; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Autismus; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrer; Lehrerin; Lehrende; Handreichung; Lehrerhilfe; Arbeitsteilige Spezialisierung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	A key metaphor used to describe the complexity of what teachers do is that of professional knowledge landscapes. This conveys the idea that effective practice should be explored in relation to how teachers perceive pupils, but also to how teachers see themselves and questions of professional identity. The research reported here was part of a larger study into inclusive pedagogy for autistic pupils. Interpretative Phenomenological Analysis was applied to transcripts of semi-structured interviews with mainstream practitioners (n = 8) to identify constructions about practice. Findings show that specialised knowledge about autism was welcomed, but effective practice was seen to be based wholly on ongoing interactions with pupils and did not differ from practices used with other pupils. Findings from this research contest the idea that mainstream practitioners simply fall short in adopting certain practices for autistic pupils and indicate they have practices of their own which are aligned with ideas about inclusive education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01