Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
2 recherche sur le mot-clé 'Teacher attitudes'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Factors influencing the educational placement of students with autism spectrum disorders / Matthew J. SEGALL in Research in Autism Spectrum Disorders, 8-1 (January 2014)
[article]
Titre : Factors influencing the educational placement of students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. SEGALL, Auteur ; Jonathan M. CAMPBELL, Auteur Article en page(s) : p.31-43 Langues : Anglais (eng) Mots-clés : Autism Placement Teacher attitudes Index. décimale : PER Périodiques Résumé : Abstract Due to legal and therapeutic reasons, children with autism spectrum disorders (ASD) are often educated in general education settings. As such, it is important to understand the variables that might affect a student's placement in inclusive education settings, simultaneously considering student variables (e.g., disability label) and teacher variables (e.g., knowledge of autism). Investigators experimentally manipulated the cognitive ability and diagnostic label of a student with ASD, characteristics and asked first grade teachers to provide their opinion on the student's educational placement. Results suggested that cognitive ability, but not label, significantly impacted decision making. The results hold important implications for special education decision making as well as training for educators. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220
in Research in Autism Spectrum Disorders > 8-1 (January 2014) . - p.31-43[article] Factors influencing the educational placement of students with autism spectrum disorders [Texte imprimé et/ou numérique] / Matthew J. SEGALL, Auteur ; Jonathan M. CAMPBELL, Auteur . - p.31-43.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-1 (January 2014) . - p.31-43
Mots-clés : Autism Placement Teacher attitudes Index. décimale : PER Périodiques Résumé : Abstract Due to legal and therapeutic reasons, children with autism spectrum disorders (ASD) are often educated in general education settings. As such, it is important to understand the variables that might affect a student's placement in inclusive education settings, simultaneously considering student variables (e.g., disability label) and teacher variables (e.g., knowledge of autism). Investigators experimentally manipulated the cognitive ability and diagnostic label of a student with ASD, characteristics and asked first grade teachers to provide their opinion on the student's educational placement. Results suggested that cognitive ability, but not label, significantly impacted decision making. The results hold important implications for special education decision making as well as training for educators. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220 Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders / Matthew J. SEGALL in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
[article]
Titre : Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. SEGALL, Auteur ; Jonathan M. CAMPBELL, Auteur Année de publication : 2012 Article en page(s) : p.1156-1167 Langues : Anglais (eng) Mots-clés : Autism Inclusion Teacher attitudes Knowledge Etudiant Index. décimale : PER Périodiques Résumé : It is essential to understand the current practices used to foster inclusive education for students with autism spectrum disorders (ASDs) as well as factors related to the implementation of classroom interventions. In the current study authors assess the experience, knowledge, attitudes and current practices of education professionals regarding ASD. Results suggest that special education teachers and school psychologists hold higher levels of experience, training, and knowledge as compared to general education teachers and administrators. Attitudes towards inclusive education for students with ASD were positive, in general, although attitudes were not a significant predictor of awareness or use of empirically supported interventions. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1156-1167[article] Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders [Texte imprimé et/ou numérique] / Matthew J. SEGALL, Auteur ; Jonathan M. CAMPBELL, Auteur . - 2012 . - p.1156-1167.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1156-1167
Mots-clés : Autism Inclusion Teacher attitudes Knowledge Etudiant Index. décimale : PER Périodiques Résumé : It is essential to understand the current practices used to foster inclusive education for students with autism spectrum disorders (ASDs) as well as factors related to the implementation of classroom interventions. In the current study authors assess the experience, knowledge, attitudes and current practices of education professionals regarding ASD. Results suggest that special education teachers and school psychologists hold higher levels of experience, training, and knowledge as compared to general education teachers and administrators. Attitudes towards inclusive education for students with ASD were positive, in general, although attitudes were not a significant predictor of awareness or use of empirically supported interventions. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154