Analysis of Teacher Readiness in Supporting Students with Autism Spectrum Disorders (ASD)
Keywords:
Teacher Readiness, Autism Spectrum Disorders (ASD), Professional Development, Inclusive Education, Curriculum DesignAbstract
This research examines teacher readiness in supporting students with Autism Spectrum Disorders (ASD), focusing on educators' perceptions, challenges faced, and the effectiveness of current teaching strategies. Through qualitative and quantitative methods, data were collected from teachers across various educational settings to assess their confidence levels, training experiences, and resource availability. The findings reveal a significant disparity in perceived preparedness, with educators who have received specialized training demonstrating greater efficacy in implementing strategies tailored to the unique needs of students with ASD. In contrast, teachers without formal training often express feelings of inadequacy and face challenges in behavior management and sensory accommodations. The research highlights the necessity for comprehensive professional development programs, flexible curriculum design, and collaborative practices among educators. Furthermore, it underscores the importance of adequate resource provision to create inclusive learning environments. The implications of these findings are essential for educators, administrators, and policymakers aiming to enhance teacher readiness and improve educational outcomes for students with ASD. This study identifies areas for further research, including the effectiveness of training programs, the impact of collaborative practices, and the exploration of parent and community perspectives, to foster a more inclusive and supportive educational framework for all students.
References
AlSalehi, S. M., & Alhifthy, E. H. (2020). Autism spectrum disorder. Clinical Child Neurology, 275–292.
Ashburner, J., Ziviani, J., & Rodger, S. (2008). Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder. The American Journal of Occupational Therapy, 62(5), 564–573.
Ball, J. R., Miller, B. T., & Balogh, E. P. (2016). Improving diagnosis in health care.
Bergin, T. (2018). An introduction to data analysis: Quantitative, qualitative and mixed methods.
Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90, 103004.
Chiarotti, F., & Venerosi, A. (2020). Epidemiology of autism spectrum disorders: a review of worldwide prevalence estimates since 2014. Brain Sciences, 10(5), 274.
Chung, W., Chung, S., Edgar-Smith, S., Palmer, R. B., DeLambo, D., & Huang, W. (2015). An examination of in-service teacher attitudes toward students with autism spectrum disorder: Implications for professional practice. Current Issues in Education, 18(2).
Constantino, J. N., & Charman, T. (2016). Diagnosis of autism spectrum disorder: reconciling the syndrome, its diverse origins, and variation in expression. The Lancet Neurology, 15(3), 279–291.
Cook, A., Ogden, J., & Winstone, N. (2019). The impact of a school-based musical contact intervention on prosocial attitudes, emotions and behaviours: A pilot trial with autistic and neurotypical children. Autism, 23(4), 933–942.
DiSalvo, C. A., & Oswald, D. P. (2002). Peer-mediated interventions to increase the social interaction of children with autism: Consideration of peer expectancies. Focus on Autism and Other Developmental Disabilities, 17(4), 198–207.
Elder, J. H., Kreider, C. M., Brasher, S. N., & Ansell, M. (2017). Clinical impact of early diagnosis of autism on the prognosis and parent–child relationships. Psychology Research and Behavior Management, 283–292.
Faja, S., & Dawson, G. (2017). Autism spectrum disorder. Child and Adolescent Psychopathology, Third Edition, 745–782.
Finch, K., Watson, R., MacGregor, C., & Precise, N. (2013). Teacher needs for educating children with autism spectrum disorders in the general education classroom. The Journal of Special Education Apprenticeship, 2(2), 6.
Fontil, L., Gittens, J., Beaudoin, E., & Sladeczek, I. E. (2020). Barriers to and facilitators of successful early school transitions for children with autism spectrum disorders and other developmental disabilities: A systematic review. Journal of Autism and Developmental Disorders, 50(6), 1866–1881.
Harris, S. L., & Delmolino, L. (2002). Applied behavior analysis: Its application in the treatment of autism and related disorders in young children. Infants & Young Children, 14(3), 11–17.
Hayes, J. A., Casey, L. B., Williamson, R., Black, T., & Winsor, D. (2013). Educators’ readiness to teach children with autism spectrum disorder in an inclusive classroom. The Researcher, 25(1), 67–78.
Hume, K., Wong, C., Plavnick, J., & Schultz, T. (2014). Use of visual supports with young children with autism spectrum disorders. Handbook of Early Intervention for Autism Spectrum Disorders: Research, Policy, and Practice, 293–313.
Kassim, A. B. B. M., & Mohamed, N. H. B. (2019). The global prevalence and diagnosis of autism spectrum disorder (ASD) among young children. Journal of Southeast Asia Psychology (SAPJ), 7(1), 20.
Krasny, L., Williams, B. J., Provencal, S., & Ozonoff, S. (2003). Social skills interventions for the autism spectrum: Essential ingredients and a model curriculum. Child and Adolescent Psychiatric Clinics, 12(1), 107–122.
Leblanc, L., Richardson, W., & Burns, K. A. (2009). Autism spectrum disorder and the inclusive classroom: Effective training to enhance knowledge of ASD and evidence-based practices. Teacher Education and Special Education, 32(2), 166–179.
Marsh, A., Spagnol, V., Grove, R., & Eapen, V. (2017). Transition to school for children with autism spectrum disorder: A systematic review. World Journal of Psychiatry, 7(3), 184.
Mitchell, D., & Sutherland, D. (2020). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge.
Pereira, M., Lunet, N., Azevedo, A., & Barros, H. (2009). Differences in prevalence, awareness, treatment and control of hypertension between developing and developed countries. Journal of Hypertension, 27(5), 963–975.
Reardon, K. (2012). The Effects of Discrete Trial Teaching on Students with Autism.
Robinson, O. C. (2014). Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative Research in Psychology, 11(1), 25–41.
Snell-Rood, C., Ruble, L., Kleinert, H., McGrew, J. H., Adams, M., Rodgers, A., Odom, J., Wong, W. H., & Yu, Y. (2020). Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder. Autism, 24(5), 1164–1176.
Vlcek, S., Somerton, M., & Rayner, C. (2020). Collaborative teams: Teachers, parents, and allied health professionals supporting students with autism spectrum disorder in mainstream Australian schools. Australasian Journal of Special and Inclusive Education, 44(2), 102–115.
Zohrabi, M. (2013). Mixed method research: Instruments, validity, reliability and reporting findings. Theory and Practice in Language Studies, 3(2), 254.
