Trainee teachers’ knowledge of autism: implications for understanding and inclusive practice

Vincent, Jonathan; Ralston, Kevin

doi:10.1080/03054985.2019.1645651

Cited by 22 publications

(28 citation statements)

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“…Overall, in this review we found a lack of knowledge in most of the articles reviewed coinciding with prior reviews [61,62] and other studies [45]. We found that most of the articles revealed low [64,66,68,71,75,76,79,[84][85][86]95] or medium [65,67,73,74,77,78,80,82,91] levels of knowledge about ASD among their participants, coinciding with prior studies [21,25,36,37]. Indeed, most of the studies showed misconceptions [75,85,91] and gaps, or a lack of knowledge [71,77,85,95].…”

Section: Teachers' Knowledge Of Asd and Moderators That Possibly Influence Asdsupporting

confidence: 71%

“…In the case of studies with a pre-and post-test, we wrote down the first test result; in the other two situations, we calculated the average among article results. Eleven studies [64,66,68,71,75,76,79,[84][85][86]95] revealed low levels of knowledge regarding ASD among their participants; nine studies [65,67,73,74,77,78,80,82,91] reported medium knowledge, and five studies [65,87,89,90,92] described a high level of knowledge.…”

Section: Resultsmentioning

confidence: 99%

“…At a quantitative level, scores improved by more than 4% [90] or 7% [89] to more than 13% [84]. Regarding participants' specializations, 8 out of 11 studies that revealed low knowledge results did not involve special education teachers [64,66,68,71,75,76,86,95]. In contrast, all of the studies with higher levels of knowledge did involve pre-or in-service special education specialists such as special education teachers [74,[78][79][80]84,85,87], psychologists, counselors or occupational therapists [89,91].…”

Section: Teachers' Knowledge Of Asd and Specializationmentioning

confidence: 99%

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Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

2021

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The increasing number of students with autism spectrum disorder (ASD) in mainstream education environments require teachers to know how to identify their needs, being capable to adapt their education processes and make their inclusion easier. The purpose of this study is to conduct a systematic review about teachers’ knowledge of ASD, including teachers from any stage and specialization. The research has been conducted from four databases (Web of Science, Scopus, PsycInfo and Google Scholar) during the period of 2015–2020. In total, 25 articles were analyzed. The results show that, in general, teachers’ knowledge of ASD is poor. It depends on the education stage (being higher in early childhood teachers and in university professors), prior training and possible prior contact with students with ASD.

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Section: Teachers' Knowledge Of Asd and Moderators That Possibly Influence Asdsupporting

confidence: 71%

Section: Resultsmentioning

confidence: 99%

Section: Teachers' Knowledge Of Asd and Specializationmentioning

confidence: 99%

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Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

2021

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“…However, teachers still have difficulty operationalising these concepts, and including learners with additional needs. There are issues with attitudes to inclusion and disability [ 7 ], understanding of specific needs, for example autism and other neurodevelopmental disorders [ 8 ], and level of knowledge of staff [ 9 ], leading to ongoing calls for more training, support, and resources [ 10 ]. Attempting to reduce unequal outcomes for all children is the primary goal [ 11 ].…”

Section: Introductionmentioning

confidence: 99%

Using Stakeholder Involvement, Expert Knowledge and Naturalistic Implementation to Co-Design a Complex Intervention to Support Children’s Inclusion and Participation in Schools: The CIRCLE Framework

et al. 2021

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Whist inclusion is recommended for most children most of the time it remains difficult to implement. In this paper, we present the process undertaken to review and redesign a pre-existing complex intervention (The CIRCLE Framework) which was designed to enhance teachers confidence and competence in provision of universal first level supports for 5–12 year old children with additional support needs. The approach presented draws on the Medical Research Council guidance for the development of complex interventions. A series of ten co-design workshops with 70 stakeholders was completed, applying interactive and participatory methods. Analysing outputs of each workshop revealed recurring design ideas that became the main aspects of the new framework and associated manuals. Intervention content, theoretical frameworks, manuals to support use in practice and implementation strategies were developed. On completion, the updated intervention was extended up to 18 years of age and redistributed to all teachers in the participating local authority. We present the main conclusions and interpretations around the design and naturalistic implementation of the framework, and reflections on use in practice, including a detailed list of recommendations for implementation across schools and staff.

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“…Two variables that may relate to attitudes are knowledge and experience. With greater knowledge, educators may, for example, better understand an autistic child's ways of communicating, and have a greater appreciation of sensory sensitivities (Barnhill, 2016;Vincent & Ralston, 2020). Segall & Campbell (2012) surveyed 196 educational professionals in the USA and found many did not know the answers to knowledge questions and had not heard of different support strategies for autistic pupils.…”

Section: Introductionmentioning

confidence: 99%

Investigating the implicit and explicit attitudes of primary school educators in Scotland towards autistic children

Cage¹,

Doyle²

2021

Preprint

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Background: Autistic children are frequently taught in mainstream schools, and it is imperative educators have appropriate knowledge and attitudes towards autism. In Scotland, policy aims for inclusion. However, there are few studies investigating Scottish educator’s knowledge and attitudes towards autism, even though these could be a barrier to inclusion.Aims: This study investigated Scottish educator’s implicit and explicit attitudes towards autistic children. We also aimed to understand the relationships between attitudes, knowledge and experience.Sample: Seventy primary school educators working in Scotland took part, with a mean age of 43. Most were female (n=64) and had on average 12 years’ experience working in schools. Methods: Participants completed a Single-Category Implicit Association Test (SC-IAT), to assess implicit attitudes towards autism. They also completed two explicit attitude measures (openness to autism and cognitive attitudes), and measures of autism knowledge and level of contact.Results: Overall, participants held positive attitudes in explicit and implicit measures. Some participants (24%) expressed negative implicit attitudes. There were correlations between explicit attitudes, age and years of experience, with older, more experienced staff having more negative attitudes. In regression analyses, greater autism knowledge predicted more positive explicit cognitive attitudes towards autistic children.Conclusions: These findings indicate mostly positive attitudes in this sample. Younger educators with less experience may have more positive attitudes, perhaps reflecting societal changes in perceptions of autism. Greater knowledge predicted positive attitudes, suggesting that targeting knowledge may improve attitudes. Scotland’s policies may have the potential to support the effective inclusion of autistic pupils in schools.

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Trainee teachers’ knowledge of autism: implications for understanding and inclusive practice

Abstract: Research at York St John (RaY) is an institutional repository. It supports the principles of open access by making the research outputs of the University available in digital form.

Cited by 22 publications

References 44 publications

Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

Using Stakeholder Involvement, Expert Knowledge and Naturalistic Implementation to Co-Design a Complex Intervention to Support Children’s Inclusion and Participation in Schools: The CIRCLE Framework

Investigating the implicit and explicit attitudes of primary school educators in Scotland towards autistic children

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