The Role of Graduate Schools of Education in Training Autism Professionals to Work with Diverse Families

Blacher, Jan; Linn, Regan H.; Zeedyk, Sasha M.

doi:10.1007/978-3-319-02603-9_14

Cited by 3 publications

(2 citation statements)

References 64 publications

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“…Among general education teachers responsible for autistic students, low levels of teaching efficacy are particularly pronounced, in part due to a lack of education and training in special education and ASD (Blacher et al, 2015 ; Blanton et al, 2011 ; Bocala et al, 2010 ; Kisbu-Sakarya, & Doenyas, 2021 ). Indeed, many general education teachers report feeling ill-equipped to effectively teach and positively interact with autistic students (All Party Parliamentary Group on Autism [APPGA], 2017 ; Roberts & Simpson, 2016 ; Scheuerman et al, 2003 ).…”

Section: Introductionmentioning

confidence: 99%

General Education Teachers’ Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies

Bolourian

Losh

Hamsho

et al. 2021

J Autism Dev Disord

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To identify target areas for professional development, this mixed-methods study examined general education teachers’ perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N = 18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers’ most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students’ special interests and engaging in one-on-one time. Implications for teacher trainings are discussed.

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Section: Introductionmentioning

confidence: 99%

General Education Teachers’ Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies

Bolourian

Losh

Hamsho

et al. 2021

J Autism Dev Disord

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“…Teachers at the K-12 levels show wide variability in their ASD-specific knowledge and self-efficacy, with large numbers reporting a lack of training or readiness to teach students with ASD [72,77]. However, the high incidence of ASD indicates that educators across the nation will inevitably encounter a student with ASD [78], underscoring the need to prepare special educators in evidence-based approaches that enhance the academic and social learning opportunities for these children [79]. With regard to the professional development of university faculty on ASD, research is still limited as to how to best help support faculty in accommodating students with ASD in their classrooms.…”

Section: Conclusion: Looking Forwardmentioning

confidence: 99%

Autism in the Classroom: Educational Issues across the Lifespan

Bolourian¹,

Stavropoulos²,

Blacher³

2019

Autism Spectrum Disorders - Advances at the End of the Second Decade of the 21st Century

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This chapter reviews educational strategies and legal policies impacting effective schooling for children, youth, and young adults. Emphasis is on the classroom manifestation of autism spectrum disorder (ASD), and how general education teachers can effectively facilitate learning. Within early school years, the importance of positive student-teacher relationships (STRs) in the face of challenging behaviors is discussed, including ways to build positive STRs. In middle and high school, social relationships serve as protective factors against mental health problems (e.g., depression, anxiety). Literature on this topic, including issues related to bullying, is presented. In postsecondary settings, young adults with ASD continue to have poor outcomes (e.g. loneliness, unemployment); strategies for helping adolescents transition to adulthood is discussed. While there are many other aspects to educational program appropriate for individuals with ASD (e.g., curriculum content), this chapter highlights recent issues that may be informative to a wide audience-school teachers and staff, researchers, and parents.

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Student-Teacher Relationships and Early School Adaptation of Children with ASD: A Conceptual Framework

Eisenhower

Bush

Blacher

2015

Journal of Applied School Psychology

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The Role of Graduate Schools of Education in Training Autism Professionals to Work with Diverse Families

Cited by 3 publications

References 64 publications

General Education Teachers’ Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies

General Education Teachers’ Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies

Autism in the Classroom: Educational Issues across the Lifespan

Student-Teacher Relationships and Early School Adaptation of Children with ASD: A Conceptual Framework

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