[article]
| Titre : |
Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Emilie BOUJUT, Auteur ; Annika DEAN, Auteur ; Amélie GROUSELLE, Auteur ; Emilie CAPPE, Auteur |
| Article en page(s) : |
p.2874-2889 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Teachers Autism Spectrum Disorder Inclusion Burnout Stress |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a source of stress for teachers. Specialized teachers have, in theory, received special training. To compare the experiences of teachers dealing with students with ASD in different classroom environments. A total of 245 teachers filled out four self-report questionnaires measuring perceived stress, social support, coping strategies, and burnout. Specialized teachers perceive their teaching as a challenge, can count on receiving help from colleagues, use more problem-focused coping strategies and social support seeking behavior, and are less emotionally exhausted than teachers in regular classes. This study highlights that teachers in specialized schools and classes have better adjustment, probably due to their training, experience, and tailored classroom conditions. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-016-2833-2 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 |
in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2874-2889
[article] Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout [Texte imprimé et/ou numérique] / Emilie BOUJUT, Auteur ; Annika DEAN, Auteur ; Amélie GROUSELLE, Auteur ; Emilie CAPPE, Auteur . - p.2874-2889. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2874-2889
| Mots-clés : |
Teachers Autism Spectrum Disorder Inclusion Burnout Stress |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a source of stress for teachers. Specialized teachers have, in theory, received special training. To compare the experiences of teachers dealing with students with ASD in different classroom environments. A total of 245 teachers filled out four self-report questionnaires measuring perceived stress, social support, coping strategies, and burnout. Specialized teachers perceive their teaching as a challenge, can count on receiving help from colleagues, use more problem-focused coping strategies and social support seeking behavior, and are less emotionally exhausted than teachers in regular classes. This study highlights that teachers in specialized schools and classes have better adjustment, probably due to their training, experience, and tailored classroom conditions. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-016-2833-2 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 |
|
Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout in Journal of Autism and Developmental Disorders, 46-9 (September 2016)
