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Détail de l'auteur
Auteur I. STRNADOVA |
Documents disponibles écrits par cet auteur (1)
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"They don't have a good life if we keep thinking that they're doing it on purpose!": Teachers' Perspectives on the Well-Being of Students with Autism / J. DANKER in Journal of Autism and Developmental Disorders, 49-7 (July 2019)
[article]
Titre : "They don't have a good life if we keep thinking that they're doing it on purpose!": Teachers' Perspectives on the Well-Being of Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : J. DANKER, Auteur ; I. STRNADOVA, Auteur ; T. M. CUMMING, Auteur Article en page(s) : p.2923-2934 Langues : Anglais (eng) Mots-clés : Assets of well-being Autism spectrum disorder High school Student well-being Index. décimale : PER Périodiques Résumé : In recent years, student well-being is increasingly on the research agenda. Yet, little is known about the well-being of students with autism spectrum disorder (ASD). The current study used semi-structured interviews and sought the views of 20 high school teachers of students with ASD to investigate the concept of well-being for this group of students. Grounded theory approaches were used to analyse the data. Teachers conceptualised well-being as consisting of three domains (i.e., peer relationships, sense of safety, engagement), identified three categories of barriers (i.e., teacher's ability to effectively teach students with ASD, impact of ASD, environment), and several external and internal assets of well-being. Discussion on recommended practices for schools to enhance the well-being of students with ASD are provided. En ligne : http://dx.doi.org/10.1007/s10803-019-04025-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2923-2934[article] "They don't have a good life if we keep thinking that they're doing it on purpose!": Teachers' Perspectives on the Well-Being of Students with Autism [Texte imprimé et/ou numérique] / J. DANKER, Auteur ; I. STRNADOVA, Auteur ; T. M. CUMMING, Auteur . - p.2923-2934.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2923-2934
Mots-clés : Assets of well-being Autism spectrum disorder High school Student well-being Index. décimale : PER Périodiques Résumé : In recent years, student well-being is increasingly on the research agenda. Yet, little is known about the well-being of students with autism spectrum disorder (ASD). The current study used semi-structured interviews and sought the views of 20 high school teachers of students with ASD to investigate the concept of well-being for this group of students. Grounded theory approaches were used to analyse the data. Teachers conceptualised well-being as consisting of three domains (i.e., peer relationships, sense of safety, engagement), identified three categories of barriers (i.e., teacher's ability to effectively teach students with ASD, impact of ASD, environment), and several external and internal assets of well-being. Discussion on recommended practices for schools to enhance the well-being of students with ASD are provided. En ligne : http://dx.doi.org/10.1007/s10803-019-04025-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402