Relationship Among Factors Affecting Teacher Attitudes Toward Students with Autism PDF Download
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Author: Stefani M. Angiulo
Publisher:
ISBN:
Category : Autistic children
Languages : en
Pages : 0
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Book Description
Purpose of this study was to gain a deeper understanding of how experience, training, self-eficacy, and the availability of puppets can impact generalo educator attitudes toward students with autism.
Author: Stefani M. Angiulo
Publisher:
ISBN:
Category : Autistic children
Languages : en
Pages : 0
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Book Description
Purpose of this study was to gain a deeper understanding of how experience, training, self-eficacy, and the availability of puppets can impact generalo educator attitudes toward students with autism.
Author: Joseph Mintz
Publisher: Frontiers Media SA
ISBN: 2832540740
Category : Education
Languages : en
Pages : 128
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Book Description
There has been considerable interest internationally in how research can be effectively translated to have an impact on practice in schools. The application of evidence informed approaches in the field of education is contested and debated. Such debates are intensified in relation to the issue of how best to include children with diverse learning needs in the classroom. The role of knowledge, science and evidence in how we both conceptualize and best support children with special educational needs and other forms of diversity in the classroom, remains an open question in terms of booth policy and practice. Although there is a considerable and growing body of literature on evidence informed practice in education in general, there has been less attention paid to its implications for the domain of educational inclusion specifically. However, tensions between differing conceptualisations of difference and the role of categorisation present questions as yet not fully answered as to the ways in which evidence can and should articulate with practice in this specific domain. For example, issues of what is inclusion, the place of norms and values that define inclusion, how we conceptualize and think about difference, across culture, language and cognition, are raised when we think about the application of evidence to practice in the area of educational inclusion.
Author: Corinn N. Johnson
Publisher:
ISBN:
Category :
Languages : en
Pages : 120
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Book Description
The number of children with autism receiving instruction in the regular education (inclusion) setting has been increasing. Instructional time in inclusion classrooms may offer benefits to children with disabilities; this appears to especially be the case when teachers utilize effective strategies. Prior studies indicate that teachers' attitudes towards children with disabilities are important in their willingness to use such strategies. Unfortunately, a number of findings indicate certain kinds of disabilities, as well as the use of diagnostic labels, may negatively influence teachers' attitudes and behavior toward inclusion. The current study examined the impact of an autism spectrum disorder (ASD) label on the attitudes and behavioral intentions of 97 elementary and middle school teachers. Participants were exposed to a vignette of a child displaying social and behavioral difficulties. The child was described as displaying ASD, attention-deficit hyperactivity disorder, educable mental retardation, or no diagnosis provided. Participants completed measures of inclusion attitudes, expectations, and behavioral intentions. Inconsistent with a number of studies, diagnostic labels were not found to be related to teachers' ratings. Similarly, trainings on disabilities, courses in inclusion, and familiarity with children with disabilities were found to have no relationship with teachers' expectations and attitudes. Teachers with less experience and higher self-efficacy predicted more positive attitudes and higher student performance expectations. Implications for these findings are discussed.
Author: Joseph Mintz
Publisher: Routledge
ISBN: 1135905924
Category : Education
Languages : en
Pages : 133
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Book Description
The extent to which teachers should make use of theoretical and expert knowledge as opposed to tacit experiential knowledge, and how these might be combined, is a perennial issue in discussions on pedagogy. This book addresses these debates through a creative development of the concept of productive uncertainty. Using case studies focusing on teachers working with children with autism, a particularly fertile crucible for considering uncertainty, the book explores how the radical 20th century psychoanalyst Wilfred Bion's epistemological approach to uncertainty can be used to re-frame Donald Schön's concept of reflection in action, offering a new perspective on the practice of teachers and other caring professionals. Several areas of potential uncertainty are identified, including uncertainty relating to areas of practice including diagnosis, the relationship between expert knowledge and practice, the implications of autism for autonomy and agency, and uncertainties in relation to the understanding of and use of new technologies. A strong argument is made, based on both theoretical and empirical grounds, that in juggling between theoretical and tacit knowledge in the classroom there is more to be gained by staying with the struggle with uncertainty than by fleeing from it too early, into the promise of expert solutions. Consideration is also given to the relative importance of specific theoretical training for teachers, both in general and in relation to working with children with special educational needs, in the context of international and UK policy developments in this area. This book will be of key value to researchers and postgraduates in the fields of education studies, teacher thinking and research, psychoanalytically informed psychosocial studies, as well as to practitioners working in special educational needs/autism education.
Author: James Gary Lilyquist
Publisher:
ISBN:
Category :
Languages : en
Pages : 304
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 756
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Book Description
Author: Tony Cline
Publisher: Taylor & Francis
ISBN: 100090329X
Category : Education
Languages : en
Pages : 289
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Book Description
Now in its third edition, Educational Psychology offers a comprehensive overview of how key advances in social, developmental and cognitive psychology impact upon the role of educational psychologists working today. Written by leading researchers, the book also explores controversies and dilemmas in both research and practice, providing students with a balanced and cutting-edge introduction to both the field and the profession. Fully revised throughout, and with a new chapter exploring how educational psychologists work with schools to support children and young people’s mental health, this third edition aims to encourage students to integrate their understanding of core psychological disciplines, as well as to consider what ‘evidence-informed practice' really means. Organised into two broad sections related to learning and to social, emotional and mental health, the book features a selection of vignettes from educational psychologists working in a range of contexts, as well as tasks and scenarios to support a problem-orientated approach to study. By integrating both research and everyday practice, the book is unique in engaging a critical appreciation of both the possibilities and limitations of educational psychology. lt is the ideal book for any student wishing to engage with this important and evolving field of study.
Author:
Publisher:
ISBN:
Category : Medicine
Languages : en
Pages : 1128
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Book Description
Author: Cori Jo Yoshiko Fujii
Publisher:
ISBN:
Category :
Languages : en
Pages : 95
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Book Description
The number of children diagnosed with Autism Spectrum Disorder (ASD) has skyrocketed over the past decade, with current estimates at one in 68 children diagnosed with the disorder (CDC, 2014). These increasing numbers, coupled with the push towards inclusion of children with disabilities in schools, have led to a greater number of children with ASD in regular education classrooms (US Department of Education, 2012). To better understand the social outcomes of these children, this study examined several factors believed to be associated with these outcomes. Student-teacher relationship quality as well as teacher attitudes and behaviors were examined for their effect on the social functioning of children with ASD in regular education classrooms. Participants included 22 parents and teachers of children with ASD from Kindergarten to third grade (18 male) who were placed in mainstream classrooms for at least 75% of the school day. Teachers and parents rated the child's level of social functioning and teachers rated the quality of their relationship with the child as well as their attitudes towards inclusion of students with disabilities in general. Classroom observations were conducted to examine direct teaching behaviors with regard to the teacher's emotional support, classroom management, and instructional support. Playground observations of the child were conducted to determine the child's level of social functioning during unstructured play periods. Overall child social functioning on the playground was related to STR conflict, and to some extent closeness, echoing previous findings from the typical and autism literature (Hamre & Pianta, 2001; Robertson, Chamberlain, & Kasari, 2003). Additionally there was evidence that naturalistic teacher behaviors may be related to child social skills as seen in the typically developing literature (Wilson, Pianta, & Stuhlman, 2007). While teacher attitudes towards inclusion were not related to child social functioning, they were related to child behavior problems (Avramidis & Norwich, 2002). Future researchers should look to examine how changes in STR and classroom climate influence the social functioning of children with ASD. Additionally, these results point to the potential for the development of social skills interventions by enhancing certain naturally occurring teacher behaviors in the classroom.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 532
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Book Description
