An Exploration of Teacher Perceptions of the Use of Social Support for Students with ASD

Gledhill, J; Currie, J

An Exploration of Teacher Perceptions of the Use of Social Support for Students with ASD

Gledhill, J Currie, J

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Publisher:: Center for Promoting Ideas, USA
Publication Type:: Journal Article
Citation:: Journal of Education & Social Policy, 2020, 7 (1), pp. 16 - 22
Issue Date:: 2020-03-23

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Field	Value	Language
dc.contributor.author	Gledhill, J	en_US
dc.contributor.author	Currie, J https://orcid.org/0000-0003-0424-2966	en_US
dc.date.accessioned	2020-04-22T01:14:31Z
dc.date.available	2020-01-08	en_US
dc.date.available	2020-04-22T01:14:31Z
dc.date.issued	2020-03-23	en_US
dc.identifier.citation	Journal of Education & Social Policy, 2020, 7 (1), pp. 16 - 22	en_US
dc.identifier.issn	2375-0782	en_US
dc.identifier.uri	http://hdl.handle.net/10453/140170
dc.description.abstract	This qualitative case study explored teachers’ perspectives of social support and its use in primary classrooms for students with Autism Spectrum Disorder (ASD). Data collected from a series of two in-depth, semi-structured interviews with two primary teachers were transcribed, coded and analysed. Four main themes emerged characterising teacher perspectives, including; (a) Teacher’s Perceptions of Students with ASD and Benefits of Social Support, (b) Importance of Professional Communication and Practice, (c) Fostering Understanding and Acceptance and (d) Practical Strategies Recommended for Use Within the Classroom. Participants indicated strong support, in congruence with the wider research literature, demonstrating a high regard and agreement for the use of social support in the classroom for students with ASD. Further research, promotion and evaluation of the use of social support strategies is recommended so primary teachers can best provide students with ASD the opportunities to foster and develop their social confidence, skills and academic growth.	en_US
dc.publisher	Center for Promoting Ideas, USA	en_US
dc.relation.ispartof	Journal of Education & Social Policy	en_US
dc.relation.isbasedon	10.30845/jesp.v7n1p3	en_US
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.title	An Exploration of Teacher Perceptions of the Use of Social Support for Students with ASD	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	7	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
utslib.copyright.status	closed_access	*
pubs.consider-herdc	true	en_US
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	7	en_US

Abstract:

This qualitative case study explored teachers’ perspectives of social support and its use in primary classrooms for students with Autism Spectrum Disorder (ASD). Data collected from a series of two in-depth, semi-structured interviews with two primary teachers were transcribed, coded and analysed. Four main themes emerged characterising teacher perspectives, including; (a) Teacher’s Perceptions of Students with ASD and Benefits of Social Support, (b) Importance of Professional Communication and Practice, (c) Fostering Understanding and Acceptance and (d) Practical Strategies Recommended for Use Within the Classroom. Participants indicated strong support, in congruence with the wider research literature, demonstrating a high regard and agreement for the use of social support in the classroom for students with ASD. Further research, promotion and evaluation of the use of social support strategies is recommended so primary teachers can best provide students with ASD the opportunities to foster and develop their social confidence, skills and academic growth.

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http://hdl.handle.net/10453/140170