1. General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies.
- Author
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Bolourian, Yasamin, Losh, Ainsley, Hamsho, Narmene, Eisenhower, Abbey, and Blacher, Jan
- Subjects
TEACHER-student relationships ,PROFESSIONAL practice ,SPECIAL education ,SCHOOL environment ,SOCIAL problems ,TEACHING methods ,FOCUS groups ,RESEARCH methodology ,PROFESSIONAL employee training ,COLLEGE teacher attitudes ,SPECIAL education schools ,AUTISM ,ELEMENTARY schools ,SCHOOL children ,SOCIAL integration ,SOCIAL responsibility - Abstract
To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N = 18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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