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Auteur K. SENGUPTA |
Documents disponibles écrits par cet auteur (1)
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What works and how: Adult learner perspectives on an autism intervention training program in India / C. DUGGAL in Autism, 24-1 (January 2020)
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Titre : What works and how: Adult learner perspectives on an autism intervention training program in India Type de document : Texte imprimé et/ou numérique Auteurs : C. DUGGAL, Auteur ; B. DUA, Auteur ; R. CHOKHANI, Auteur ; K. SENGUPTA, Auteur Article en page(s) : p.246-257 Langues : Anglais (eng) Mots-clés : adult learning andragogy autism spectrum disorder impact of training program intervention in autism spectrum disorder low and middle income countries professional training qualitative research Index. décimale : PER Périodiques Résumé : A significant treatment gap exists in low and middle income countries such as India for children with autism spectrum disorder. The Autism Intervention Training Program, a comprehensive 6-month program for training professionals in transdisciplinary evidence-based practices to address concerns associated with autism spectrum disorder, was piloted in India to address this gap. This study attempted to capture the perspectives of trainees on the effectiveness of andragogical approaches adopted in the Autism Intervention Training Program and the impact of this training on their work. An exploratory qualitative study was conceptualized, and in-depth interviews were conducted with 11 Autism Intervention Training Program trainees. Trainees highlighted the benefits of a blended training format, peer learning, and a responsive, reflective, experiential, and respectful approach to teaching and supervision. The impact of the program was perceived through an increase in trainees' knowledge and skills, impact on their organizations, and positive outcomes for children with autism spectrum disorder and their families. There is a need to develop and document comprehensive, contextualized, and evidence-based training programs for autism spectrum disorder professionals in low and middle income countries. Focusing on andragogical frameworks while conceptualizing and delivering these training programs is underscored, as approaches that promote self-efficacy in learners and enable transformative learning can lead to a cascading impact in resource-constrained settings. En ligne : http://dx.doi.org/10.1177/1362361319856955 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Autism > 24-1 (January 2020) . - p.246-257[article] What works and how: Adult learner perspectives on an autism intervention training program in India [Texte imprimé et/ou numérique] / C. DUGGAL, Auteur ; B. DUA, Auteur ; R. CHOKHANI, Auteur ; K. SENGUPTA, Auteur . - p.246-257.
Langues : Anglais (eng)
in Autism > 24-1 (January 2020) . - p.246-257
Mots-clés : adult learning andragogy autism spectrum disorder impact of training program intervention in autism spectrum disorder low and middle income countries professional training qualitative research Index. décimale : PER Périodiques Résumé : A significant treatment gap exists in low and middle income countries such as India for children with autism spectrum disorder. The Autism Intervention Training Program, a comprehensive 6-month program for training professionals in transdisciplinary evidence-based practices to address concerns associated with autism spectrum disorder, was piloted in India to address this gap. This study attempted to capture the perspectives of trainees on the effectiveness of andragogical approaches adopted in the Autism Intervention Training Program and the impact of this training on their work. An exploratory qualitative study was conceptualized, and in-depth interviews were conducted with 11 Autism Intervention Training Program trainees. Trainees highlighted the benefits of a blended training format, peer learning, and a responsive, reflective, experiential, and respectful approach to teaching and supervision. The impact of the program was perceived through an increase in trainees' knowledge and skills, impact on their organizations, and positive outcomes for children with autism spectrum disorder and their families. There is a need to develop and document comprehensive, contextualized, and evidence-based training programs for autism spectrum disorder professionals in low and middle income countries. Focusing on andragogical frameworks while conceptualizing and delivering these training programs is underscored, as approaches that promote self-efficacy in learners and enable transformative learning can lead to a cascading impact in resource-constrained settings. En ligne : http://dx.doi.org/10.1177/1362361319856955 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414