Effective Teacher Training at the Autism Institute in the People's Republic of China

Abstract

This article presents research that was conducted at the Autism Institute, an organization serving children with autism and their families in the People's Republic of China. The article examines and highlights aspects of the teacher training model at the Autism Institute that have led to the preparation of highly qualified, enthusiastic, and knowledgeable teachers of children with autism. Results of the research indicated that teacher education was highly valued at this organization, and teachers were seen as the most important part of the organization. Teachers received ongoing, systematic and specific on-the-job instruction. One of the most important features of this organization regarding teacher training was found to be the relationships between upper level staff, including instructional leaders, and newer classroom teachers. These relationships were positive and based on mutual understanding and respect, and this has impacted the nature and success of teacher training. Implications for practice are discussed.

Doskonalenie nauczycieli w zakresie zaburzeń ze spektrum autyzmu: przegląd literatury

“…It is noteworthy that teachers who participated in the AET study were described as highly trained, motivated and dedicated. Similar findings were reported by McCabe (2008) regarding a specialist educational setting in China, where research identified highly qualified, enthusiastic and knowledgeable teachers who valued further teacher education. Humphrey and Symes (2013) have also identified a strong willingness to develop knowledge and expertise among secondary school teachers in the UK.…”

“…The content of these has focused on a gamut of different topics. These include: psychological theory and knowledge, child development, games, music/ movement, fine motor activities, ABA and DTT (McCabe, 2008); underpinning knowledge about autism, teaching strategies, TEACCH, communication systems, sensory integration and behavioural management techniques (Charman et al, 2011); interpersonal relationship interventions, skill-based interventions, cognitive strategies, physiological, biological, neurological interventions, other interventions and model programmes (Morrier et al, 2011). Howley and Preece (2013) argue the importance of shifting focus onto diversity rather than impairment, stressing the importance of issues such as developing effective partnerships between schools and families, and providing appropriate support for teachers in areas that they are typically identified as challenging, e.g.…”

“…daily schedules, work systems) combined with group discussions, with the goal to provide teachers with practical skills. 'Hands on' instruction in the classroom, modelling and discussion, as well as respecting the views and experiences of all teachers, have been suggested as important factors in effective teacher preparation (McCabe, 2008). Working alongside trained specialists, learning by observation and 'hands on' experience have also been identified as useful strategies by more experienced teachers, while some teachers have found it helpful to undertake visits to schools catering specifically for children with ASD (Helps et al, 1999).…”

Designing Effective Induction for Beginning Special Educators: Recommendations from a Review of the Literature

“…Districts can form firstyear teacher groups consisting solely of special education teachers where teachers experiencing similar frustrations could reduce their sense of isolation, create forums for problem solving and acquire relevant professional development. McCabe (2008) suggests that effective teacher preparation involves promoting the success of practicing teachers, supporting new teachers through discussions and modeling, and respecting the ideas, opinions, and experiences of all teachers. As part of an ongoing mentoring program, experienced teachers can provide guidance for new special educators within their school or across schools.…”

Addressing the Needs of Students with Autism and Other Disabilities in China: Perspectives from the Field

“…Despite these positive changes, there is no national agreement on how to implement services for these students (McCabe, 2008). These policies broadened the categories for disabilities, increased the number of public special schools, private non-governmental schools, and mainstream classrooms to accommodate students with special needs, and addressed some of the instructional needs for teacher training.…”