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Promoting a Collective Voice from Parents, Educators and Allied Health Professionals on the Educational Needs of Students on the Autism Spectrum / B. SAGGERS in Journal of Autism and Developmental Disorders, 49-9 (September 2019)
[article]
Titre : Promoting a Collective Voice from Parents, Educators and Allied Health Professionals on the Educational Needs of Students on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : B. SAGGERS, Auteur ; M. TONES, Auteur ; J. DUNNE, Auteur ; D. TREMBATH, Auteur ; S. BRUCK, Auteur ; Amanda A. WEBSTER, Auteur ; D. KLUG, Auteur ; S. WANG, Auteur Article en page(s) : p.3845-3865 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Educational needs Educators Parents Specialists Stakeholder voice Index. décimale : PER Périodiques Résumé : Providing support for the educational needs of students on the autism spectrum continues to be challenging. Findings from this survey of parents, teachers and specialist staff highlight the need for collaboration between stakeholders who support the education of these students. The main themes to emerge were for school staff to be equipped with the knowledge and expertise to support each student in their learning, and for support with social/emotional needs. Findings highlighted the need for a transparent process for building school capacity to translate research and knowledge into practice by all stakeholders. This collective voice is important to ensure the needs of these students are identified and that appropriate support is implemented to maximise the educational success of these students. En ligne : http://dx.doi.org/10.1007/s10803-019-04097-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405
in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3845-3865[article] Promoting a Collective Voice from Parents, Educators and Allied Health Professionals on the Educational Needs of Students on the Autism Spectrum [Texte imprimé et/ou numérique] / B. SAGGERS, Auteur ; M. TONES, Auteur ; J. DUNNE, Auteur ; D. TREMBATH, Auteur ; S. BRUCK, Auteur ; Amanda A. WEBSTER, Auteur ; D. KLUG, Auteur ; S. WANG, Auteur . - p.3845-3865.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3845-3865
Mots-clés : Autism spectrum disorder Educational needs Educators Parents Specialists Stakeholder voice Index. décimale : PER Périodiques Résumé : Providing support for the educational needs of students on the autism spectrum continues to be challenging. Findings from this survey of parents, teachers and specialist staff highlight the need for collaboration between stakeholders who support the education of these students. The main themes to emerge were for school staff to be equipped with the knowledge and expertise to support each student in their learning, and for support with social/emotional needs. Findings highlighted the need for a transparent process for building school capacity to translate research and knowledge into practice by all stakeholders. This collective voice is important to ensure the needs of these students are identified and that appropriate support is implemented to maximise the educational success of these students. En ligne : http://dx.doi.org/10.1007/s10803-019-04097-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools / Jennifer HAMRICK in Focus on Autism and Other Developmental Disabilities, 36-4 (December 2021)
[article]
Titre : Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer HAMRICK, Auteur ; Mari CERDA, Auteur ; Cyndi O’TOOLE, Auteur ; Katherine HAGEN-COLLINS, Auteur Article en page(s) : p.213-224 Langues : Anglais (eng) Mots-clés : evidence-based intervention special education educators autism Index. décimale : PER Périodiques Résumé : Use of evidence-based practices is important for the success of students in special education settings in public education. In total, 255 special educators in public education were surveyed about (a) use of instructional practices, (b) preparedness to use interventions, (c) access to training, (d) influences on decision-making, and (e) areas of need related to current roles. Results indicate a research-to-practice gap as educators reported using many practices not identified as evidence-based intervention when working with individuals with autism and intellectual disabilities. Information about access to training and the types of trainings educators were currently participating in was gathered. Educators also reported feeling inadequately prepared to use interventions. En ligne : http://dx.doi.org/10.1177/1088357621989310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460
in Focus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.213-224[article] Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools [Texte imprimé et/ou numérique] / Jennifer HAMRICK, Auteur ; Mari CERDA, Auteur ; Cyndi O’TOOLE, Auteur ; Katherine HAGEN-COLLINS, Auteur . - p.213-224.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.213-224
Mots-clés : evidence-based intervention special education educators autism Index. décimale : PER Périodiques Résumé : Use of evidence-based practices is important for the success of students in special education settings in public education. In total, 255 special educators in public education were surveyed about (a) use of instructional practices, (b) preparedness to use interventions, (c) access to training, (d) influences on decision-making, and (e) areas of need related to current roles. Results indicate a research-to-practice gap as educators reported using many practices not identified as evidence-based intervention when working with individuals with autism and intellectual disabilities. Information about access to training and the types of trainings educators were currently participating in was gathered. Educators also reported feeling inadequately prepared to use interventions. En ligne : http://dx.doi.org/10.1177/1088357621989310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460