A Multi-Perspective Collaborative on Teacher Learning for Teachers of Students with Autism Spectrum Disorder

Autor/inn/en	West, Elizabeth A.; Jones, Phyllis; Chambers, Dianne; Whitehurst, Teresa
Titel	A Multi-Perspective Collaborative on Teacher Learning for Teachers of Students with Autism Spectrum Disorder
Quelle	In: Journal of International Special Needs Education, 15 (2012) 1, S.24-43 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Autism; Foreign Countries; Residential Schools; Pervasive Developmental Disorders; Cooperation; Teacher Attitudes; Professional Development; Surveys; Teacher Education Programs; Mentors; Teacher Competencies; Assistive Technology; Experiential Learning; Australia; Florida; United Kingdom; United Kingdom (England); United States; Washington + Suchen Sie Ihr Suchwort? Autismus; Ausland; Heimschule; Co-operation; Kooperation; Lehrerverhalten; Survey; Umfrage; Befragung; Lehrkunst; Experiental learning; Erfahrungsorientiertes Lernen; Australien; Großbritannien; USA
Abstract	The purpose of this multi-perspective collaborative research activity was to analyze moments of teacher learning as perceived by a group of teachers who educate students with the label of Autism Spectrum Disorder (ASD). The researchers in this project acknowledge the value of hearing teachers' perspectives on what works for them in their professional learning. This perspective is generated from surveys distributed to inservice teachers at three Universities (two located within the USA and one situated in Australia) and one Residential School (UK). Five overarching themes emerged at the analysis stage and relate to: practical experience, pre-service training, in-service training, mentoring and assistive technology. The current research generates insight into effective teacher learning aimed to benefit those who develop professional learning programs, with a particular emphasis on ASD. The lessons learned from this collaborative endeavor will assist the global autism community as we inform the development and design of appropriate professional development practices. (Contains 2 tables.) (As Provided).
Anmerkungen	Division of International Special Education and Services, Council for Exceptional Children. 2900 Crystal Drive Suite 1000, Arlington, VA 22202. Tel: 888-232-7733; e-mail: jisne.dises@gmail.com; Web site: http://www.cec.sped.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10