Special Educational Needs Co-Ordinators' Perceptions of Effective Provision for Including Autistic Children in Primary and Middle Schools in England

Autor/inn/en	Wearmouth, Janice; Butler, Cathal
Titel	Special Educational Needs Co-Ordinators' Perceptions of Effective Provision for Including Autistic Children in Primary and Middle Schools in England
Quelle	In: Education 3-13, 48 (2020) 3, S.258-272 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wearmouth, Janice) ORCID (Butler, Cathal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2019.1664401
Schlagwörter	Foreign Countries; Autism; Pervasive Developmental Disorders; School Role; School Personnel; Self Efficacy; Student Needs; Teacher Competencies; Attitudes; Knowledge Level; Individualized Instruction; Academic Support Services; Student Evaluation; Parent Participation; Professional Development; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Autismus; Schulpersonal; Self-efficacy; Selbstwirksamkeit; Lehrkunst; Attitude; Einstellung; Verhalten; Wissensbasis; Individualisierender Unterricht; Schulnote; Studentische Bewertung; Elternmitwirkung
Abstract	In the Autumn of 2017 a small-scale study was designed to explore the degree to which school staff in the East Midlands of England were in an informed position to meet their statutory obligation with regard to the autistic children in their care as reported by a sample of special educational needs co-ordinators (SENCos), members of the school staff in the best position to shed light on the topic. Findings indicated that the SENCos in the study under consideration here were clear that, overall, they were confident in their own abilities to assess autistic learners' strengths and weaknesses and plan for meeting identified needs. They were much less confident that their colleagues with prime responsibility for classroom teaching and implementing special arrangements had commensurate knowledge and understanding, or even necessarily were very well disposed or well enough informed to differentiate classroom activities appropriately. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01