The Professional Development Needs of Primary Teachers in Special Classes for Children with Autism in the Republic of Ireland

Autor/inn/en	Finlay, Caitríona; Kinsella, William; Prendeville, Paula
Titel	The Professional Development Needs of Primary Teachers in Special Classes for Children with Autism in the Republic of Ireland
Quelle	In: Professional Development in Education, 48 (2022) 2, S.233-253 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kinsella, William) ORCID (Prendeville, Paula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2019.1696872
Schlagwörter	Foreign Countries; Faculty Development; Students with Disabilities; Autism; Pervasive Developmental Disorders; Elementary School Teachers; Special Classes; Teacher Attitudes; Teaching Methods; Barriers; Behavior Problems; Inclusion; Mainstreaming; Severity (of Disability); Curriculum; Stress Management; Professional Isolation; Teacher Competencies; Special Education Teachers; Ireland + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special class; Sonderklasse; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Schweregrad; Curricula; Lehrplan; Rahmenplan; Stressmanagement; Stressbewältigung; Lehrkunst; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Irland
Abstract	In Irish classrooms, one option for educating children with Autism Spectrum Disorder (ASD) involves placement in a special class co-located in a mainstream primary school. This study surveyed 125 primary school teachers who taught in these classes. An evaluative framework of teachers' professional development was used to analyse primary teachers' perceptions of the special class model of provision and the teaching practices that they used. While teachers experienced challenges in these settings that included managing challenging behaviour, perceptions of the special class model were positive. Inclusion of students from special classes to classes in the mainstream context was limited for pupils with greater needs. A wide disparity in the delivery of the curriculum taught in these settings was also identified. Results revealed the need for professional development programmes for teachers to alleviate their experiences of stress and isolation and to improve the outcome of children with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01