Literaturnachweis - Detailanzeige
| Autor/inn/en | Leblanc, Lise; Richardson, Warnie; Burns, Kimberly A. |
|---|---|
| Titel | Autism Spectrum Disorder and the Inclusive Classroom: Effective Training to Enhance Knowledge of ASD and Evidence-Based Practices |
| Quelle | In: Teacher Education and Special Education, 32 (2009) 2, S.166-179 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0888-4064 |
| DOI | 10.1177/0741932507334279 |
| Schlagwörter | Autism; Training; Beginning Teachers; Anxiety; Pervasive Developmental Disorders; Inclusive Schools; Mainstreaming; Teacher Competencies; Teacher Education; Faculty Development; Teacher Attitudes; Knowledge Level; Stress Management; Foreign Countries; Canada |
| Abstract | The authors examine the influence of autism training sessions on a group of beginning teachers. The results of the study indicate that even a limited amount of professional development and/or training, strategically placed within the confines of a teacher training program, can both significantly increase participants' perceptions and knowledge of autism spectrum disorder (ASD) and evidence-based practices as well as reduce overall stress and anxiety levels, at least where the integration of ASD students into the "regular" classroom experience is specifically concerned. Although this study is Canadian in origin, autism knows no national boundaries, and the issues and concerns raised by educators in trying to successfully program for this unique group of learners appear to be overwhelmingly universal in nature. (Contains 2 figures and 4 tables.) (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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