Teaching Elementary Children with Autism: Addressing Teacher Challenges and Preparation Needs

Autor/inn/en	Busby, Ruth; Ingram, Rebecca; Bowron, Rhonda; Oliver, Jan; Lyons, Barbara
Titel	Teaching Elementary Children with Autism: Addressing Teacher Challenges and Preparation Needs
Quelle	In: Rural Educator, 33 (2012) 2, S.27-35 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-446X
Schlagwörter	Elementary School Students; Teacher Education Programs; Self Efficacy; Inclusion; Elementary School Teachers; Autism; Graduate Students; Rural Schools; Educational Improvement; College Faculty; Teacher Attitudes; Student Needs; Research Methodology; Alabama + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Inklusion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Autismus; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching improvement; Unterrichtsentwicklung; Fakultät; Lehrerverhalten; Research method; Forschungsmethode
Abstract	Teachers' perception of self-efficacy may have a significant impact on their ability to accept the challenges inherent in including children with autism in their classrooms. The Nominal Group Technique (NGT) was used to identify perceived challenges and needs of 31 graduate students in a university course of which 14 of the 23 students were actively teaching in rural schools located in southeast Alabama. Five faculty members used the resulting NGT data to draft six recommendations for improving the teacher preparation program at Troy University. (Contains 1 table.) (As Provided).
Anmerkungen	National Rural Education Association. Web site: http://www.nrea.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10