[article] 
inJournal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3977-3990

Titre :	General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies
Type de document :	texte imprimé
Auteurs :	Yasamin BOLOURIAN, Auteur ; Ainsley LOSH, Auteur ; Narmene HAMSHO, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur
Article en page(s) :	p.3977-3990
Langues :	Anglais (eng)
Mots-clés :	Autism Spectrum Disorder  Autistic Disorder  Humans  School Teachers  Students  Teacher Training  Autism spectrum disorder  General education  Inclusion  Pedagogical practices  Student–teacher relationships  Teacher perceptions
Index. décimale :	PER Périodiques
Résumé :	To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N=18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-021-05266-4
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

[article] General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies [texte imprimé] / Yasamin BOLOURIAN, Auteur ; Ainsley LOSH, Auteur ; Narmene HAMSHO, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.3977-3990.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3977-3990

Mots-clés :	Autism Spectrum Disorder  Autistic Disorder  Humans  School Teachers  Students  Teacher Training  Autism spectrum disorder  General education  Inclusion  Pedagogical practices  Student–teacher relationships  Teacher perceptions
Index. décimale :	PER Périodiques
Résumé :	To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N=18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-021-05266-4
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485