Perspectives of autistic students and their teachers on self-determination and peer support / Karrie A. SHOGREN ; LaRon SCOTT ; Delia KAN ; Barbara BOSSEN ; Kara HUME in Research in Autism Spectrum Disorders, 117 (September 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 117 (September 2024) . - p.102438 Titre : Perspectives of autistic students and their teachers on self-determination and peer support Type de document : texte imprimé Auteurs : Karrie A. SHOGREN, Auteur ; LaRon SCOTT, Auteur ; Delia KAN, Auteur ; Barbara BOSSEN, Auteur ; Kara HUME, Auteur Article en page(s) : p.102438 Langues : Anglais (eng) Mots-clés : Self-determination  Peer support  Evidence-based interventions  Students with disabilities  Self-Determined Learning Model of Instruction  Autism  Social validity Index. décimale : PER Périodiques Résumé : Autistic students may need individualized supports to meet their academic, social, and self-determination needs in inclusive classrooms. However, few evidence-based interventions have been developed to provide these supports for autistic adolescents, and little is known about the perceptions of autistic youth about these interventions in use in high schools. This study aimed to explore the perspectives of autistic students and their teachers on self-determination and peer support, as well as their thoughts about two evidence-based interventions used in their classroom settings: the Self-Determined Learning Model of Instruction and Peer Supports. An overall theme of empowerment was identified from student and teacher data collected across the interventions, which highlighted the importance of enabling students to access these interventions in inclusive environments. Autistic students experienced growth in understanding their identity and role as students, peers, and learners, and many felt empowered to set and achieve goals important to their future success. Teachers noted increased self-confidence and assertiveness in students pursuing their goals, highlighting the need for inclusive interventions that address positive in-school and post-school outcomes for secondary autistic students. En ligne : https://doi.org/10.1016/j.rasd.2024.102438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] Perspectives of autistic students and their teachers on self-determination and peer support [texte imprimé] / Karrie A. SHOGREN, Auteur ; LaRon SCOTT, Auteur ; Delia KAN, Auteur ; Barbara BOSSEN, Auteur ; Kara HUME, Auteur . - p.102438. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 117 (September 2024) . - p.102438 Mots-clés : Self-determination  Peer support  Evidence-based interventions  Students with disabilities  Self-Determined Learning Model of Instruction  Autism  Social validity Index. décimale : PER Périodiques Résumé : Autistic students may need individualized supports to meet their academic, social, and self-determination needs in inclusive classrooms. However, few evidence-based interventions have been developed to provide these supports for autistic adolescents, and little is known about the perceptions of autistic youth about these interventions in use in high schools. This study aimed to explore the perspectives of autistic students and their teachers on self-determination and peer support, as well as their thoughts about two evidence-based interventions used in their classroom settings: the Self-Determined Learning Model of Instruction and Peer Supports. An overall theme of empowerment was identified from student and teacher data collected across the interventions, which highlighted the importance of enabling students to access these interventions in inclusive environments. Autistic students experienced growth in understanding their identity and role as students, peers, and learners, and many felt empowered to set and achieve goals important to their future success. Teachers noted increased self-confidence and assertiveness in students pursuing their goals, highlighting the need for inclusive interventions that address positive in-school and post-school outcomes for secondary autistic students. En ligne : https://doi.org/10.1016/j.rasd.2024.102438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

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 Auteurs : Selena J. LAYDEN, Auteur ; Kristin A. GANSLE, Auteur ; LaRon 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] / Selena J. LAYDEN, Auteur ; Kristin A. GANSLE, Auteur ; LaRon 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

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