[article] 
inFocus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.3-14

Titre :	Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Victoria F. KNIGHT, Auteur ; Heartley B. HUBER, Auteur ; Emily M. KUNTZ, Auteur ; Erik W. CARTER, Auteur ; A. Pablo JUAREZ, Auteur
Article en page(s) :	p.3-14
Langues :	Anglais (eng)
Index. décimale :	PER Périodiques
Résumé :	Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability about (a) their implementation of 26 instructional practices, (b) their recent access to training and resources on those practices, (c) the factors they consider when deciding which practices to use, (d) the importance they place on various instructional areas (e.g., social skills, reading), and (e) their preparedness to provide that instruction. Although teachers reported implementing a wide range of evidence-based instructional practices, their recent access to training and resources was fairly limited. Special educators identified a constellation of factors informing their instructional decision making, placing emphasis on student needs and professional judgment. When considering instructional areas, a gap was evident between ratings of importance and preparedness. We address implications for strengthening professional development pathways and offer recommendations for future research.
En ligne :	https://doi.org/10.1177/1088357618755694
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

[article] Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Heartley B. HUBER, Auteur ; Emily M. KUNTZ, Auteur ; Erik W. CARTER, Auteur ; A. Pablo JUAREZ, Auteur . - p.3-14.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.3-14

Index. décimale :	PER Périodiques
Résumé :	Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability about (a) their implementation of 26 instructional practices, (b) their recent access to training and resources on those practices, (c) the factors they consider when deciding which practices to use, (d) the importance they place on various instructional areas (e.g., social skills, reading), and (e) their preparedness to provide that instruction. Although teachers reported implementing a wide range of evidence-based instructional practices, their recent access to training and resources was fairly limited. Special educators identified a constellation of factors informing their instructional decision making, placing emphasis on student needs and professional judgment. When considering instructional areas, a gap was evident between ratings of importance and preparedness. We address implications for strengthening professional development pathways and offer recommendations for future research.
En ligne :	https://doi.org/10.1177/1088357618755694
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383