Regional and Rural Teachers' Experiences with Two Models of Practice Supporting the Education of Students on the Autism Spectrum

Autor/inn/en	Macdonald, Libby; Gallagher, Emma; Beamish, Wendi; Robinson, Ainslie; Taylor, Annalise
Titel	Regional and Rural Teachers' Experiences with Two Models of Practice Supporting the Education of Students on the Autism Spectrum
Quelle	In: Australian and International Journal of Rural Education, 31 (2021) 1, S.42-57 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Macdonald, Libby) ORCID (Gallagher, Emma) ORCID (Beamish, Wendi) ORCID (Taylor, Annalise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1839-7387
Schlagwörter	Rural Education; Rural Schools; Autism; Pervasive Developmental Disorders; Educational Practices; Student Needs; Barriers; Teacher Attitudes; Inclusion; Teaching Methods; Foreign Countries; Models; Teacher Role; Elementary Schools; Middle Schools; Elementary School Teachers; Middle School Teachers; Small Classes; Educational Environment; Small Schools; Faculty Development; Teacher Collaboration; Teacher Effectiveness; Self Efficacy; Australia + Suchen Sie Ihr Suchwort? Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Autismus; Bildungspraxis; Lehrerverhalten; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Analogiemodell; Lehrerrolle; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Middle schools; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerkooperation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Australien
Abstract	The experiences of regional and rural teachers supporting students on the autism spectrum in their classrooms often differ from those of their metropolitan counterparts. Interventions designed for metropolitan settings may not work the same way in regional and rural classrooms, and teachers outside major centres may encounter challenges in accessing appropriate resources and professional development. Research focussed on teaching students on the spectrum is largely conducted in metropolitan areas and does not address the contextual factors impacting regional and rural educators. Using data collected as part of a larger study, this paper examines the experiences of regional and rural teachers who were introduced to models of practice designed to support their decision making with respect to supporting students on the autism spectrum. Through interviews and survey responses, these teachers have described challenges and opportunities related to the unique and diverse settings in which they work. Their perceptions of the benefits of the models and accompanying professional support in these settings reinforce the need to embed inclusive support for students on the spectrum in foundational teaching practices that can be adapted to diverse classrooms. (As Provided).
Anmerkungen	Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail: admin@spera.asn.au; Web site: http://www.spera.asn.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01