Teacher education and confidence regarding autism of specialist primary school teachers

Lisak Šegota, Natalija, Lessner Listiakova, Ivana, Stošić, Jasmina, Kossewska, Joanna, Troshanska, Jasmina, Petkovska Nikolovska, Ana, Cierpiałowska, Tamara and Preece, David (2020) Teacher education and confidence regarding autism of specialist primary school teachers. European Journal of Special Needs Education. ISSN 0885-6257

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Legislation and policy within Croatia, the Republic of North Macedonia and Poland supports the educational inclusion of children with autism; however, such inclusion is nascent in these countries. A survey of experienced teachers working directly with children with autism in both inclusive and special schools was undertaken in winter 2018–19. Five hundred and sixty questionnaires were distributed and 340 returned (61% response); after cleansing, 242 responses were analysed. Over a quarter of respondents had received no instruction regarding autism during initial teacher education; almost half had undertaken no continuing professional development on the topic. Special school teachers reported higher overall confidence, but levels remained low within a number of key domains. Teachers identified a need for appropriate teacher education regarding theory, relevant practical strategies and mentorship/supervision. Implications regarding inclusive practice and teacher education in these countries are identified.

Item Type: Article
Uncontrolled Keywords: specialist primary school teachers, education, teaching
Subjects: L Education > L Education (General)
L Education > LC Special aspects of education
Divisions: Faculty of Arts, Business & Applied Social Science > Department of Young People & Education
Depositing User: Ivana Lessner listiakova
Date Deposited: 02 Dec 2020 13:05
Last Modified: 09 May 2022 01:38
URI: https://oars.uos.ac.uk/id/eprint/1512

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