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Détail de l'auteur
Auteur Emily MCDOUGAL |
Documents disponibles écrits par cet auteur (2)
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Teacher insights into the barriers and facilitators of learning in autism / Emily MCDOUGAL in Research in Autism Spectrum Disorders, 79 (November 2020)
[article]
Titre : Teacher insights into the barriers and facilitators of learning in autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily MCDOUGAL, Auteur ; Deborah M. RIBY, Auteur ; Mary HANLEY, Auteur Article en page(s) : 101674 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Education Learning Teachers Index. décimale : PER Périodiques Résumé : Background Little is known about the factors impacting on learning for autistic pupils, even though academic outcomes are highly heterogeneous. The aim of the current study was to qualitatively explore factors that are perceived to impact positively (i.e. facilitators) and negatively (i.e. barriers) upon learning for primary school pupils with an Autism Spectrum Disorder diagnosis. Method Semi-structured interviews were conducted with ten teachers currently engaged in teaching autistic pupils, which were analysed using thematic analysis. Results Three key themes were identified: pupil’s behaviours and abilities (factors related to the child’s behaviour, cognition or personality), academic environment (physical and contextual), and teacher skills and qualities (e.g. training, trust and relationships). Conclusions A range of factors were therefore identified by teachers, some of which corroborate with existing research, while other findings provide novel insights. Priorities for facilitating learning are discussed, as well as key areas for future investigation and potential intervention. En ligne : https://doi.org/10.1016/j.rasd.2020.101674 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Research in Autism Spectrum Disorders > 79 (November 2020) . - 101674[article] Teacher insights into the barriers and facilitators of learning in autism [Texte imprimé et/ou numérique] / Emily MCDOUGAL, Auteur ; Deborah M. RIBY, Auteur ; Mary HANLEY, Auteur . - 101674.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 79 (November 2020) . - 101674
Mots-clés : Autism spectrum disorders Education Learning Teachers Index. décimale : PER Périodiques Résumé : Background Little is known about the factors impacting on learning for autistic pupils, even though academic outcomes are highly heterogeneous. The aim of the current study was to qualitatively explore factors that are perceived to impact positively (i.e. facilitators) and negatively (i.e. barriers) upon learning for primary school pupils with an Autism Spectrum Disorder diagnosis. Method Semi-structured interviews were conducted with ten teachers currently engaged in teaching autistic pupils, which were analysed using thematic analysis. Results Three key themes were identified: pupil’s behaviours and abilities (factors related to the child’s behaviour, cognition or personality), academic environment (physical and contextual), and teacher skills and qualities (e.g. training, trust and relationships). Conclusions A range of factors were therefore identified by teachers, some of which corroborate with existing research, while other findings provide novel insights. Priorities for facilitating learning are discussed, as well as key areas for future investigation and potential intervention. En ligne : https://doi.org/10.1016/j.rasd.2020.101674 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers / Emily MCDOUGAL in Journal of Autism and Developmental Disorders, 53-9 (September 2023)
[article]
Titre : Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers Type de document : Texte imprimé et/ou numérique Auteurs : Emily MCDOUGAL, Auteur ; Claire TAI, Auteur ; Tracy M. STEWART, Auteur ; Josephine N. BOOTH, Auteur ; Sinéad M. RHODES, Auteur Article en page(s) : p.3406-3421 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD (aged 6-11 years) and their teachers (N=6) took part in semi-structured interviews that focused on (1) ADHD knowledge, (2) the child?s strengths and challenges at school, and (3) strategies in place to support challenges. Thematic analysis was used to analyse the interview transcripts and three key themes were identified; classroom-general versus individual-specific strategies, heterogeneity of strategies, and the role of peers. Implications relating to educational practice and future research are discussed. En ligne : https://doi.org/10.1007/s10803-022-05639-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511
in Journal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3406-3421[article] Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers [Texte imprimé et/ou numérique] / Emily MCDOUGAL, Auteur ; Claire TAI, Auteur ; Tracy M. STEWART, Auteur ; Josephine N. BOOTH, Auteur ; Sinéad M. RHODES, Auteur . - p.3406-3421.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3406-3421
Index. décimale : PER Périodiques Résumé : Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD (aged 6-11 years) and their teachers (N=6) took part in semi-structured interviews that focused on (1) ADHD knowledge, (2) the child?s strengths and challenges at school, and (3) strategies in place to support challenges. Thematic analysis was used to analyse the interview transcripts and three key themes were identified; classroom-general versus individual-specific strategies, heterogeneity of strategies, and the role of peers. Implications relating to educational practice and future research are discussed. En ligne : https://doi.org/10.1007/s10803-022-05639-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511