Bond, C, Hebron, J and Oldfield, J (2017) Professional learning among specialist staff in resourced mainstream schools for pupils with ASD and SLI. Educational Psychology in Practice, 33 (4). pp. 341-355. ISSN 0266-7363
Abstract
Supporting pupils with autism spectrum disorder (ASD) in mainstream schools is a challenging task. This paper proposes a professional development framework for EPs to consider when supporting the development of specialist ASD staff. The framework focuses on training content, educator characteristics and organisational elements. Nine mainstream schools developing additional provision to support children with ASD and Specific Language Impairment (SLI) participated in the research. Specialist staff were provided with training and took part in follow up interviews about their developing practice. A pre-post questionnaire of participants (N = 30) attending the specialist training is supplemented with longitudinal interview data from specialist staff (N = 20). A paired sample t-test of questionnaire data showed that staff self-efficacy significantly increased pre to post training with a large effect size(0.61) and thematic analysis of interviews provided evidence of sustained professional development over time underpinned by supportive organisational factors.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2017 Association of Educational Psychologists. This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology in Practice on 8th June 2017, available online: http://www.tandfonline.com/10.1080/02667363.2017.1324406. |
Keywords: | autism spectrum disorder; professional development; mainstream school; inclusion; school staff |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 10 Aug 2017 11:28 |
Last Modified: | 08 Dec 2018 01:38 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/02667363.2017.1324406 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:120000 |