Blog
About

19
views
0
recommends
+1 Recommend
1 collections
    1
    shares
      • Record: found
      • Abstract: found
      • Article: found

      Impact of training in Autism on inclusive practices

      ,

      Advances in Autism

      Emerald Publishing

      Attitudes, Autism, Training, Inclusion, Teacher efficacy

      Read this article at

      ScienceOpenPublisher
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Purpose

          The purpose of this paper is to evaluate the impact of training on educational staff attitudes, sentiments, concerns and efficacy in providing support for children with Autism in mainstream settings.

          Design/methodology/approach

          The investigation adopted a pre-test/post-test, quasi-experimental, within-subject research design. In total, 35 early years educators, teachers and pupil support assistants from one Scottish Local Authority (LA) undertook training delivered by the LA’s Communication and Language Outreach Service. Measures included the Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale and the teacher efficacy for inclusive practices (TEIP) scale pre and post-training. Post-training participants completed a questionnaire employing open and closed questions to assess perceived usefulness of training, application of knowledge and effectiveness of the teaching strategies.

          Findings

          Combining data from the three sectors there was a significant change in staff efficacy for inclusive practices ( z=−3.406, p=0.001, p<0.05, with a medium effect size r=0.41) although there were differences between the sectors. There was a significant change in SACIE-R total scores ( z=−3.945, p=0.000, p<0.05; with a medium effect size r=0.47), sentiments ( z=−2.763, p=0.006, p<0.05; with a medium effect size r=0.33) and concerns ( z=−3.685, p=0.000, p<0.05; with a medium effect size of r=0.44) subscale scores for the combined sector data. There was no significant change in the attitudes subscale scores for the combined sector data ( z=−1.106, p=2.69, p>0.05; with a small effect size r=0.13) although there were differences between the sectors.

          Research limitations/implications

          Limitations include: small sample size, minor differences in the training in different sectors, purposeful sampling, use of questionnaire post-training, variability of completion of SCAIE-R and TEIP post-training.

          Originality/value

          There appears to be limited research into inclusive practices for children with Autism in the UK context, which this study aims to address.

          Related collections

          Most cited references 28

          • Record: found
          • Abstract: not found
          • Article: not found

          Teacher Efficacy: Its Meaning and Measure

            Bookmark
            • Record: found
            • Abstract: not found
            • Article: not found

            Using thematic analysis in psychology

             V Braun,  V Clarke,  V. CLARKE (2006)
              Bookmark
              • Record: found
              • Abstract: not found
              • Article: not found

              Using thematic analysis in psychology

               V Braun,  V. CLARKE,  V Clarke (2006)
                Bookmark

                Author and article information

                Contributors
                Journal
                AIA
                10.1108/AIA
                Advances in Autism
                AIA
                Emerald Publishing
                2056-3868
                21 March 2019
                : 5
                Issue : 2 Issue title : Inclusive educational practice for autistic learners Issue title : Inclusive educational practice
                : 94-106
                Affiliations
                Educational Psychology Service, Renfrewshire Council, Paisley, UK
                School of Education and Social Work, University of Dundee , Dundee, UK
                Author notes
                Elizabeth Fraser Selkirk Hannah can be contacted at: e.hannah@dundee.ac.uk
                Article
                621247 AIA-03-2018-0008.pdf AIA-03-2018-0008
                10.1108/AIA-03-2018-0008
                © Emerald Publishing Limited
                Page count
                Figures: 0, Tables: 4, Equations: 0, References: 43, Pages: 13, Words: 6273
                Product
                Categories
                research-article, Research paper
                cat-HSC, Health & social care
                cat-LID, Learning & intellectual disabilities
                Custom metadata
                yes
                yes
                JOURNAL
                included

                Health & Social care

                Training, Autism, Attitudes, Teacher efficacy, Inclusion

                Comments

                Comment on this article