The impact of training on teacher knowledge about children with an intellectual disability

Abstract

The present study examines the impact of a short training session on the knowledge of teaching staff in Scotland about children with an intellectual disability. Despite the majority of participants reporting that they had a child with an intellectual disability in their classroom, the initial level of knowledge concerning intellectual disability was low. This was partly considered to be due to terminology differences that exist between the health and education sectors and a lack of training specific to the needs of children with an intellectual disability. Training was shown to significantly improve the basic knowledge needed to understand intellectual disability immediately after training and at a 1 month follow-up, suggesting that the knowledge gains would be sustained in the longer term.

Characteristics of primary teacher training programmes on inclusion: a literature focus

“…This review classified the mode of course delivery into coursework and field experience: seven studies delivered the training content through coursework and the other six used a combination of coursework and field experiences. Two of the 13 studies involved follow-up activities in order to monitor the implementation (Wolery and Anthony 1997) and to request feedback on impact (Rae, McKenzie, and Murray 2011), while the other studies had no information about this.…”

“…Out of 10 studies, five measured the knowledge content. Two studies (Rae, McKenzie, and Murray 2011;Sari 2007) showed large effect sizes (more than 1) whereas Miller, Wienke, and Savage (2000) reported an effect size of 0.43. One other study, conducted by Edwards, Carr, and Siegel (2006), indicated effect sizes of 1.09 for a group of pre-service teachers and 0.37 for a group of in-service teachers.…”

Screening for offenders with an intellectual disability: The validity of the Learning Disability Screening Questionnaire

“…dyslexia, in the US. Many professionals and social care staff, including those employed in intellectual disability services, may lack a full understanding about what an intellectual disability is and the needs and characteristics of the heterogeneous group of people who have this diagnosis (McKenzie, Matheson, Patrick, Paxton, & Murray 2000;Rae, McKenzie, & Murray, 2011;Williams & McKenzie, 2009). It is perhaps, therefore, unsurprising that staff in the criminal justice system may also lack this knowledge (Scheyett, Vaughn, Taylor, & Parish, 2009).…”

Interventions aimed at increasing knowledge and improving attitudes towards people with intellectual disabilities among lay people

“…Sixteen of the 21 quantitative studies used a repeated measures design with measurements taken at baseline and post intervention (Adler et al, 2005;Bailey, Barr, & Bunting, 2001;Freudenthal et al, 2010;Hall & Hollins, 1996;Iacono et al, 2011;Kobe & Mulick, 1995;Li & Wang, 2013;MacDonald & MacIntyre, 1999;Melville et al, 2006;Nosse & Gavin, 1991;Rae, McKenzie, & Murray, 2011;Rimmerman, Hozmi, & Duvdevany, 2000;Tracy & Iacono, 2008;Walker & Scior, 2013;Wong & Wong, 2008). One study provided baseline data for both the experimental and comparison group but did not report post-data for the comparison group (Nosse & Gavin, 1991).…”

“…(3) Obstacles: acknowledgement of hardship, financial strain; by Rae et al (2011) who evaluated training on diagnostic criteria and general information about intellectual disability on teaching staff's knowledge. The training increased knowledge scores and these improvements were sustained at one month follow-up.…”