The understanding and perceptions of teaching assistants working with children with autism / Jenna ENGELHARDT in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.22-33 Titre : The understanding and perceptions of teaching assistants working with children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jenna ENGELHARDT, Auteur Article en page(s) : p.22-33 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper explores the understanding of five teaching assistants working individually with children with autism in a mainstream primary school. An intervention was designed where they recorded three episodes each day that made them smile (following McDonnell's work) and commented on what they had learned from this. They completed a questionnaire before and after the intervention about their knowledge of autism and their assessment of the skills of the child to ascertain whether the intervention changed these. The findings suggest that this is a novel idea that has potential to change perceptions and actions for those staff who already have some knowledge of autism. It is of interest to all those working with children in schools but the same strategy could be applied across the age span and across services. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] The understanding and perceptions of teaching assistants working with children with autism [Texte imprimé et/ou numérique] / Jenna ENGELHARDT, Auteur . - p.22-33. Langues : Anglais (eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.22-33 Index. décimale : PER Périodiques Résumé : This paper explores the understanding of five teaching assistants working individually with children with autism in a mainstream primary school. An intervention was designed where they recorded three episodes each day that made them smile (following McDonnell's work) and commented on what they had learned from this. They completed a questionnaire before and after the intervention about their knowledge of autism and their assessment of the skills of the child to ascertain whether the intervention changed these. The findings suggest that this is a novel idea that has potential to change perceptions and actions for those staff who already have some knowledge of autism. It is of interest to all those working with children in schools but the same strategy could be applied across the age span and across services. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234

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