Are Librarians Prepared to Serve Students With Autism Spectrum Disorder? A Content Analysis of Graduate Programs / Selena J. LAYDEN in Focus on Autism and Other Developmental Disabilities, 36-3 (September 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-3 (September 2021) . - p.156-164 Titre : Are Librarians Prepared to Serve Students With Autism Spectrum Disorder? A Content Analysis of Graduate Programs Type de document : Texte imprimé et/ou numérique Auteurs : Selena J. LAYDEN, Auteur ; Amelia ANDERSON, Auteur ; Kera E. HAYDEN, Auteur Article en page(s) : p.156-164 Langues : Anglais (eng) Mots-clés : librarians  autism spectrum disorder  librarian preparation programs  content analysis Index. décimale : PER Périodiques Résumé : Libraries provide invaluable services and supports to members of their communities, including school communities. Those with autism spectrum disorder (ASD) can receive particular benefits from their libraries, including supports in the areas of academics, social skills, communication, technology, literacy, leisure skills, and even employment skills. Additionally, librarians have reported ASD as the highest disability area they are asked to accommodate. In addition, school librarians have requirements under the Individuals with Disabilities Education Improvement Act (2004) to support students they serve in their setting. While professional librarians are prepared for their field through high-quality accredited programs, very few programs provide coursework specific to individuals with disabilities and even fewer with any coursework in the area of ASD. This study utilized content analysis to review 90 librarian preparation programs yielding only five course syllabi from four universities that include courses in supporting individuals with disabilities. Only two of the five courses reviewed included information about individuals with ASD specifically. This study identifies a gap in training for preservice librarians that contributes to the needs already expressed by those in the field. En ligne : http://dx.doi.org/10.1177/1088357621989254 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Are Librarians Prepared to Serve Students With Autism Spectrum Disorder? A Content Analysis of Graduate Programs [Texte imprimé et/ou numérique] / Selena J. LAYDEN, Auteur ; Amelia ANDERSON, Auteur ; Kera E. HAYDEN, Auteur . - p.156-164. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-3 (September 2021) . - p.156-164 Mots-clés : librarians  autism spectrum disorder  librarian preparation programs  content analysis Index. décimale : PER Périodiques Résumé : Libraries provide invaluable services and supports to members of their communities, including school communities. Those with autism spectrum disorder (ASD) can receive particular benefits from their libraries, including supports in the areas of academics, social skills, communication, technology, literacy, leisure skills, and even employment skills. Additionally, librarians have reported ASD as the highest disability area they are asked to accommodate. In addition, school librarians have requirements under the Individuals with Disabilities Education Improvement Act (2004) to support students they serve in their setting. While professional librarians are prepared for their field through high-quality accredited programs, very few programs provide coursework specific to individuals with disabilities and even fewer with any coursework in the area of ASD. This study utilized content analysis to review 90 librarian preparation programs yielding only five course syllabi from four universities that include courses in supporting individuals with disabilities. Only two of the five courses reviewed included information about individuals with ASD specifically. This study identifies a gap in training for preservice librarians that contributes to the needs already expressed by those in the field. En ligne : http://dx.doi.org/10.1177/1088357621989254 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Teachers of Students With Autism Spectrum Disorder, Intellectual Disability, and Developmental Disability: Supports and Their Intent to Stay in Special Education / Selena J. LAYDEN in Focus on Autism and Other Developmental Disabilities, 40-3 (September 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-3 (September 2025) . - p.123-133 Titre : Teachers of Students With Autism Spectrum Disorder, Intellectual Disability, and Developmental Disability: Supports and Their Intent to Stay in Special Education Type de document : Texte imprimé et/ou numérique Auteurs : Selena J. LAYDEN, Auteur ; Kristin A. GANSLE, Auteur ; LaRon A. SCOTT, Auteur Article en page(s) : p.123-133 Langues : Anglais (eng) Mots-clés : teacher attrition  job satisfaction  special education teachers  autism spectrum disorder  intellectual disability Index. décimale : PER Périodiques Résumé : There is a lack of qualified special education teachers (SETs) in U.S. public schools. The literature has provided mixed results related to a variety of supports for SETs, including administrator, colleague, professional development, mentorship, and resources and their impact on retention. In addition, few studies have focused on SETs who work specifically with students with autism spectrum disorder (ASD), intellectual disability (ID), and developmental disability (DD). This study uses survey methodology with 859 SETs to determine if differences in intent to stay are seen for novice versus experienced SETs and which factors influence SETs' intention to stay or leave. We specifically focus on teachers working with students with ASD, ID, and DD and compare them to other SETs from the sample. Implications for future research and practice are discussed. En ligne : https://dx.doi.org/10.1177/10883576251349209 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Teachers of Students With Autism Spectrum Disorder, Intellectual Disability, and Developmental Disability: Supports and Their Intent to Stay in Special Education [Texte imprimé et/ou numérique] / Selena J. LAYDEN, Auteur ; Kristin A. GANSLE, Auteur ; LaRon A. SCOTT, Auteur . - p.123-133. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-3 (September 2025) . - p.123-133 Mots-clés : teacher attrition  job satisfaction  special education teachers  autism spectrum disorder  intellectual disability Index. décimale : PER Périodiques Résumé : There is a lack of qualified special education teachers (SETs) in U.S. public schools. The literature has provided mixed results related to a variety of supports for SETs, including administrator, colleague, professional development, mentorship, and resources and their impact on retention. In addition, few studies have focused on SETs who work specifically with students with autism spectrum disorder (ASD), intellectual disability (ID), and developmental disability (DD). This study uses survey methodology with 859 SETs to determine if differences in intent to stay are seen for novice versus experienced SETs and which factors influence SETs' intention to stay or leave. We specifically focus on teachers working with students with ASD, ID, and DD and compare them to other SETs from the sample. Implications for future research and practice are discussed. En ligne : https://dx.doi.org/10.1177/10883576251349209 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

---

1 (1 - 2 / 2)