| Title: |
Teacher Education and Confidence Regarding Autism of Specialist Primary School Teachers |
| Language: |
English |
| Authors: |
Lisak Šegota, Natalija (ORCID 0000-0001-6976-2570); Lištiaková, I. Lessner (ORCID 0000-0002-6942-2485); Stošic, J.; Kossewska, J. (ORCID 0000-0002-8156-6764); Troshanska, J.; Nikolovska, A. Petkovska; Cierpialowska, T. (ORCID 0000-0002-5167-2128); Preece, D. (ORCID 0000-0002-3182-1640) |
| Source: |
European Journal of Special Needs Education. 2022 37(1):14-27. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education; Elementary Secondary Education; Adult Education |
| Descriptors: |
Foreign Countries; Educational Policy; Inclusion; Students with Disabilities; Teacher Competencies; Faculty Development; Preservice Teacher Education; Special Schools; Educational Needs; Autism; Pervasive Developmental Disorders; Elementary Secondary Education; Mainstreaming; Professional Continuing Education; Self Efficacy; Teacher Attitudes |
| Geographic Terms: |
Croatia; Poland; Macedonia |
| DOI: |
10.1080/08856257.2020.1829865 |
| ISSN: |
0885-6257 |
| Abstract: |
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. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1332885 |
| Database: |
ERIC |