Views of professionals about the educational needs of children with neurodevelopmental disorders

Herwegen, Jo Van; Ashworth, Maria; Palikara, Olympia

doi:10.1016/j.ridd.2019.05.001

Cited by 20 publications

(26 citation statements)

References 56 publications

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“…The increase in ASD prevalence within recent years has meant a parallel increase in the number of children and young students with ASD educated in mainstream pre-schools, primary schools, high schools and universities [21,22]. There is a high probability that preand in-service teachers will find students with ASD in their classroom.…”

Section: Inclusion Of Students With Asd In Ordinary Settingsmentioning

confidence: 99%

“…For that reason, it is important that teachers' training includes competencies in working with and teaching children and young students with ASD [23,24]. Indeed, some studies point out that this training is a necessity for all mainstream school professionals [22].…”

Section: Inclusion Of Students With Asd In Ordinary Settingsmentioning

confidence: 99%

“…The fact that teachers have knowledge about ASD is beneficial in order to provide an adequate social and educational setting in which students with ASD are included. Constructive knowledge positively impacts daily practices in mainstream and special education settings [22,28]. Specifically, experts note that teachers who work with students with ASD should have knowledge about etiology, specific characteristics [29], assessment and diagnosis [6,25,30], individual learning differences that present with these students, social interactions, treatments [29], and some strategies for early inclusion in mainstream environments.…”

Section: Teachers' Knowledge Of and Moderators That Possibly Influence Asdmentioning

confidence: 99%

“…Subsequently, there is not enough assessment of knowledge without considering other variables. Training [5,[22][23][24]29,[39][40][41]47], practical experience [45,47,51,72] and prior contact with students with ASD [45] are crucial.…”

Section: Teachers' Knowledge Of Asd and Experiencementioning

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: Inclusion Of Students With Asd In Ordinary Settingsmentioning

confidence: 99%

Section: Inclusion Of Students With Asd In Ordinary Settingsmentioning

confidence: 99%

Section: Teachers' Knowledge Of and Moderators That Possibly Influence Asdmentioning

confidence: 99%

Section: Teachers' Knowledge Of Asd and Experiencementioning

confidence: 99%

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

2021

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“…The difficulties individuals with SEND experience do not only impact themselves, but also their parents by adding to the stress that they have already been experiencing with their children with SEND (Asbury et al, 2020;Ashworth, Palikara, & Van Herwegen, 2019).…”

mentioning

confidence: 99%

The impact of COVID-19 on anxiety and wellbeing for families of individuals with Special Education Needs and Disabilities in the UK

Sideropoulos¹,

Dukes²,

Hanley³

et al. 2021

Preprint

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COVID-19 has affected people across the world. However, it has been suggested that individuals with Special Education Needs and Disabilities (SEND) and their families might have been particularly impacted by the first national lockdown in the UK. In contrast to previous studies, the current study examined wellbeing and anxiety at different time points and included a control group matched for family situation. Parents of 402 individuals with SEND reported on their own anxiety and wellbeing as well as that of their son/daughter at three time points (before COVID-19, when COVID-19 pandemic started, and during the national lockdown). In addition, data from 186 typically developing (TD) siblings was obtained. Repeated measures ANOVAs and regression analyses showed that, although both individuals with SEND and their TD siblings showed increased anxiety across the three time points, levels of anxiety were not predicted by age, gender or health. Instead, levels of anxiety in the SEND group, but not the TD siblings, were predicted by awareness about COVID-19, diagnosis of an existing anxiety disorder as well as parental anxiety. In addition, whilst TD individuals were reported to increasingly worry about social related issues as well as family related issues, those with SEND were reported to worry about issues related to school closures. These findings show that COVID-19 impacts the wellbeing of those with SEND differently to that of their TD siblings and that school closures have a particular effect on this group. Further implications for policy impact and interventions are discussed.

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Anxiety during transition from primary to secondary schools in neurodivergent children

Sideropoulos,

Palikara,

Burchell

et al. 2024

JCPP Advances

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Transition from primary to secondary school is an educational milestone that coincides with other key developmental changes associated with the onset of adolescence. Although previous studies have examined the impact of school transition on autistic students, no studies thus far have examined whether the impacts experienced are similar across different neurodivergent populations. In this paper, we examined how the transition to secondary school affects anxiety experienced by autistic children, children with Down syndrome (DS) and Williams syndrome (WS). Sixty‐one parents completed an online survey at two time‐points, answering questions about their neurodivergent child's anxiety, adjustment, well‐being, skills, and experiences of the transition to secondary school. The children themselves completed a short interview, which included completing a set of standardised measures with a researcher. Both neurodivergent children and parents expressed concerns about bullying and adjustment to new environments during transition from primary to secondary school. Although wide variability was found in our sample, no significant differences were revealed in the overall levels of parent‐reported anxiety pre‐ and post‐transition. However, different factors predicted anxiety during pre‐ and post‐school transition. The impact of these findings for theory and practice are discussed.

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Views of professionals about the educational needs of children with neurodevelopmental disorders

Abstract: We would like to thank all the participants who took part in the research as well as the Williams syndrome Foundation for funding this project.

Cited by 20 publications

References 56 publications

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

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

The impact of COVID-19 on anxiety and wellbeing for families of individuals with Special Education Needs and Disabilities in the UK

Anxiety during transition from primary to secondary schools in neurodivergent children

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