Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland

Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training,...

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Detalles Bibliográficos
Autores principales: Barry, Lorna, Holloway, Jennifer, Gallagher, Stephen, McMahon, Jennifer
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2021
Materias:
Original Paper
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9296378/
https://www.ncbi.nlm.nih.gov/pubmed/34405309
http://dx.doi.org/10.1007/s10803-021-05223-1
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author Barry, Lorna
Holloway, Jennifer
Gallagher, Stephen
McMahon, Jennifer
author_facet Barry, Lorna
Holloway, Jennifer
Gallagher, Stephen
McMahon, Jennifer
author_sort Barry, Lorna
collection PubMed
description Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training, years of experience, access to allied professionals and knowledge and use of autism EBPs in GE settings in Ireland. 369 mainstream primary school teachers reported their characteristics and their knowledge and use of EBPs. Results indicated that the majority of teachers received little initial teacher education training in autism, almost no continuous professional development (CPD) before educating a child with autism, and received little support from allied professionals. Knowledge and use of EBPs differed significantly across teacher characteristics, with findings discussed in relation to teacher training.
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spelling pubmed-92963782022-07-21 Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland Barry, Lorna Holloway, Jennifer Gallagher, Stephen McMahon, Jennifer J Autism Dev Disord Original Paper Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training, years of experience, access to allied professionals and knowledge and use of autism EBPs in GE settings in Ireland. 369 mainstream primary school teachers reported their characteristics and their knowledge and use of EBPs. Results indicated that the majority of teachers received little initial teacher education training in autism, almost no continuous professional development (CPD) before educating a child with autism, and received little support from allied professionals. Knowledge and use of EBPs differed significantly across teacher characteristics, with findings discussed in relation to teacher training. Springer US 2021-08-18 2022 /pmc/articles/PMC9296378/ /pubmed/34405309 http://dx.doi.org/10.1007/s10803-021-05223-1 Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Original Paper
Barry, Lorna
Holloway, Jennifer
Gallagher, Stephen
McMahon, Jennifer
Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland
title Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland
title_full Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland
title_fullStr Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland
title_full_unstemmed Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland
title_short Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland
title_sort teacher characteristics, knowledge and use of evidence-based practices in autism education in ireland
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9296378/
https://www.ncbi.nlm.nih.gov/pubmed/34405309
http://dx.doi.org/10.1007/s10803-021-05223-1
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