Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools / Jennifer HAMRICK in Focus on Autism and Other Developmental Disabilities, 36-4 (December 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.213-224 Titre : Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer HAMRICK, Auteur ; Mari CERDA, Auteur ; Cyndi O’TOOLE, Auteur ; Katherine HAGEN-COLLINS, Auteur Article en page(s) : p.213-224 Langues : Anglais (eng) Mots-clés : evidence-based intervention  special education  educators  autism Index. décimale : PER Périodiques Résumé : Use of evidence-based practices is important for the success of students in special education settings in public education. In total, 255 special educators in public education were surveyed about (a) use of instructional practices, (b) preparedness to use interventions, (c) access to training, (d) influences on decision-making, and (e) areas of need related to current roles. Results indicate a research-to-practice gap as educators reported using many practices not identified as evidence-based intervention when working with individuals with autism and intellectual disabilities. Information about access to training and the types of trainings educators were currently participating in was gathered. Educators also reported feeling inadequately prepared to use interventions. En ligne : http://dx.doi.org/10.1177/1088357621989310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools [Texte imprimé et/ou numérique] / Jennifer HAMRICK, Auteur ; Mari CERDA, Auteur ; Cyndi O’TOOLE, Auteur ; Katherine HAGEN-COLLINS, Auteur . - p.213-224. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.213-224 Mots-clés : evidence-based intervention  special education  educators  autism Index. décimale : PER Périodiques Résumé : Use of evidence-based practices is important for the success of students in special education settings in public education. In total, 255 special educators in public education were surveyed about (a) use of instructional practices, (b) preparedness to use interventions, (c) access to training, (d) influences on decision-making, and (e) areas of need related to current roles. Results indicate a research-to-practice gap as educators reported using many practices not identified as evidence-based intervention when working with individuals with autism and intellectual disabilities. Information about access to training and the types of trainings educators were currently participating in was gathered. Educators also reported feeling inadequately prepared to use interventions. En ligne : http://dx.doi.org/10.1177/1088357621989310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

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