[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 |
|
Teacher insights into the barriers and facilitators of learning in autism in Research in Autism Spectrum Disorders, 79 (November 2020)
