Teachers’ Educational Experiences and Preparedness in Teaching Students with Autism

Devi, A; Palmer, EE; Ganguly, R; Barua, PD

Teachers’ Educational Experiences and Preparedness in Teaching Students with Autism

Devi, A Palmer, EE Ganguly, R Barua, PD

Permalink

Publisher:: Springer Nature
Publication Type:: Journal Article
Citation:: Asia-Pacific Education Researcher, 2024, 33, (1), pp. 71-81
Issue Date:: 2024-02-01

Closed Access

	Filename	Description	Size
	s40299-022-00709-7.pdf	Published version	558.28 kB		View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Devi, A
dc.contributor.author	Palmer, EE
dc.contributor.author	Ganguly, R
dc.contributor.author	Barua, PD
dc.date.accessioned	2025-01-07T02:55:10Z
dc.date.available	2025-01-07T02:55:10Z
dc.date.issued	2024-02-01
dc.identifier.citation	Asia-Pacific Education Researcher, 2024, 33, (1), pp. 71-81
dc.identifier.issn	0119-5646
dc.identifier.issn	2243-7908
dc.identifier.uri	http://hdl.handle.net/10453/183068
dc.description.abstract	The intake of students with autism is increasing in inclusive classrooms. Teacher preparedness in teaching these students is an essential requirement for effective education. Little is known about teachers’ current educational experiences underpinning their preparedness in teaching autistic students. This study utilised semi-structured interviews to explore pre-service teachers’ (n = 8) and recent teacher graduates’ (n = 8) educational experiences and preparedness. Thematic analysis of the data identified the key findings: (1) the need for more in-depth learning about teaching autistic learners; (2) strengthening the onboarding strategy for novice teachers; (3) exposure to real-world situations with teaching different strategies related to autism. To promote inclusive education for students with autism, teachers should be equipped with expertise and prepared to implement inclusive practices. Implications for training opportunities and professional learning for teachers are discussed.
dc.language	en
dc.publisher	Springer Nature
dc.relation.ispartof	Asia-Pacific Education Researcher
dc.relation.isbasedon	10.1007/s40299-022-00709-7
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	13 Education
dc.subject.classification	39 Education
dc.title	Teachers’ Educational Experiences and Preparedness in Teaching Students with Autism
dc.type	Journal Article
utslib.citation.volume	33
utslib.for	13 Education
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology/School of Biomedical Engineering
utslib.copyright.status	closed_access	*
dc.date.updated	2025-01-07T02:55:09Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	33
utslib.citation.issue	1

Abstract:

The intake of students with autism is increasing in inclusive classrooms. Teacher preparedness in teaching these students is an essential requirement for effective education. Little is known about teachers’ current educational experiences underpinning their preparedness in teaching autistic students. This study utilised semi-structured interviews to explore pre-service teachers’ (n = 8) and recent teacher graduates’ (n = 8) educational experiences and preparedness. Thematic analysis of the data identified the key findings: (1) the need for more in-depth learning about teaching autistic learners; (2) strengthening the onboarding strategy for novice teachers; (3) exposure to real-world situations with teaching different strategies related to autism. To promote inclusive education for students with autism, teachers should be equipped with expertise and prepared to implement inclusive practices. Implications for training opportunities and professional learning for teachers are discussed.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/183068