'There Isn't a Checklist in the World That's Got That on It': Special Needs Teachers' Opinions on the Assessment and Teaching Priorities of Pupils on the Autism Spectrum

Autor/inn/en	Howell, Melanie; Bradshaw, Jill; Langdon, Peter E.
Titel	'There Isn't a Checklist in the World That's Got That on It': Special Needs Teachers' Opinions on the Assessment and Teaching Priorities of Pupils on the Autism Spectrum
Quelle	In: Journal of Intellectual Disabilities, 26 (2022) 1, S.211-226 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Howell, Melanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/1744629520972901
Schlagwörter	Special Education Teachers; Barriers; Teacher Attitudes; Autism; Pervasive Developmental Disorders; Students with Disabilities; Coping; Student Evaluation; Evaluation Methods; Foreign Countries; Skill Development; Teacher Student Relationship; Cooperation; Family School Relationship; Teaching Methods; United Kingdom (England) + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bewältigung; Schulnote; Studentische Bewertung; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Co-operation; Kooperation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Two focus groups were conducted with special needs teachers to: (a) identify barriers to learning for autistic pupils, (b) consider broad assessment domains and specific skills or behaviours which teachers consider important for these pupils, and (c) give their opinions on teacher assessments. Data analysis resulted in six main themes: (a) barriers to learning, (b) teacher priorities for autistic pupils, (c) ways of overcoming barriers, (d) the concept of 'true mastery', (e) assessing the bigger picture, and (f) practicalities of assessment. Results showed that teachers have priorities for the pupils they know well and concerns about the assessments they regularly use. To ensure face and content validity of teacher assessments, and for assessments to be useful to and valued by the teachers who use them, it is recommended that teachers have opportunities to input during various aspects of the assessment development process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01