CHARACTERISTICS OF TEACHERS’ RECOMMENDED SOCIAL SUPPORT STRATEGIES FOR PRIMARY STUDENTS WITH ASD

Gledhill, J; Currie, J

CHARACTERISTICS OF TEACHERS’ RECOMMENDED SOCIAL SUPPORT STRATEGIES FOR PRIMARY STUDENTS WITH ASD

Gledhill, J Currie, J

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Publisher:: International Online Journal of Primary Education (IOJPE)
Publication Type:: Journal Article
Citation:: International Online Journal of Primary Education, 2020, 9, (1), pp. 18-34
Issue Date:: 2020-06-30

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Field	Value	Language
dc.contributor.author	Gledhill, J
dc.contributor.author	Currie, J https://orcid.org/0000-0003-0424-2966
dc.date.accessioned	2020-06-29T00:18:28Z
dc.date.available	2020-05-19
dc.date.available	2020-06-29T00:18:28Z
dc.date.issued	2020-06-30
dc.identifier.citation	International Online Journal of Primary Education, 2020, 9, (1), pp. 18-34
dc.identifier.issn	1300-915X
dc.identifier.uri	http://hdl.handle.net/10453/141681
dc.description.abstract	This study explored teachers’ perspectives of the use of social support for students with ASD through a qualitative case study. The four main themes to emerge from the interview data reflecting the teachers’ recommended strategies for social support included (a) Teachers’ views of students with ASD and social support, (b) Recommendations for best practice at the whole-school level, (c) Promoting acceptance, and (d) Practical classroom strategies. The final theme contained five sub-themes or a range of practical classroom social support strategies teachers may use, including Routine, Developmental Play and Group Work, Explicitly Teaching Awareness of Emotions and Body Language, ICT, and Integration. Despite being limited to the views of two busy teachers, this study highlights the significant and vital need for the use of social support for students with ASD. This study directs teachers, schools, universities and pre-service teachers towards the use of positive pedagogies and approaches to inclusive education. It is recommended that all primary teachers consider the best practice of social support within their own classroom, and further research be carried out to investigate best practice in fostering and supporting the social growth and needs of students with ASD.
dc.language	en
dc.publisher	International Online Journal of Primary Education (IOJPE)
dc.relation.ispartof	International Online Journal of Primary Education
dc.rights	info:eu-repo/semantics/openAccess
dc.title	CHARACTERISTICS OF TEACHERS’ RECOMMENDED SOCIAL SUPPORT STRATEGIES FOR PRIMARY STUDENTS WITH ASD
dc.type	Journal Article
utslib.citation.volume	9
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
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	open_access	*
pubs.consider-herdc	true
dc.date.updated	2020-06-29T00:18:24Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	9
utslib.citation.issue	1

Abstract:

This study explored teachers’ perspectives of the use of social support for students with ASD through a qualitative case study. The four main themes to emerge from the interview data reflecting the teachers’ recommended strategies for social support included (a) Teachers’ views of students with ASD and social support, (b) Recommendations for best practice at the whole-school level, (c) Promoting acceptance, and (d) Practical classroom strategies. The final theme contained five sub-themes or a range of practical classroom social support strategies teachers may use, including Routine, Developmental Play and Group Work, Explicitly Teaching Awareness of Emotions and Body Language, ICT, and Integration. Despite being limited to the views of two busy teachers, this study highlights the significant and vital need for the use of social support for students with ASD. This study directs teachers, schools, universities and pre-service teachers towards the use of positive pedagogies and approaches to inclusive education. It is recommended that all primary teachers consider the best practice of social support within their own classroom, and further research be carried out to investigate best practice in fostering and supporting the social growth and needs of students with ASD.

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http://hdl.handle.net/10453/141681