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Trainee teachers’ knowledge of autism: implications for understanding and inclusive practice

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Trainee teachers’ knowledge of autism: implications for understanding and inclusive practice. / Vincent, Jonathan; Ralston, Kevin.
In: Oxford Review of Education, Vol. 46, No. 2, 03.03.2020, p. 202-221.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Vincent, J & Ralston, K 2020, 'Trainee teachers’ knowledge of autism: implications for understanding and inclusive practice', Oxford Review of Education, vol. 46, no. 2, pp. 202-221. https://doi.org/10.1080/03054985.2019.1645651

APA

Vincent, J., & Ralston, K. (2020). Trainee teachers’ knowledge of autism: implications for understanding and inclusive practice. Oxford Review of Education, 46(2), 202-221. https://doi.org/10.1080/03054985.2019.1645651

Vancouver

Vincent J, Ralston K. Trainee teachers’ knowledge of autism: implications for understanding and inclusive practice. Oxford Review of Education. 2020 Mar 3;46(2):202-221. Epub 2019 Aug 12. doi: 10.1080/03054985.2019.1645651

Author

Vincent, Jonathan ; Ralston, Kevin. / Trainee teachers’ knowledge of autism : implications for understanding and inclusive practice. In: Oxford Review of Education. 2020 ; Vol. 46, No. 2. pp. 202-221.

Bibtex

@article{c4625504440d42b7957b239d2cf22265,
title = "Trainee teachers{\textquoteright} knowledge of autism: implications for understanding and inclusive practice",
abstract = "This current study draws on data from a large sample of trainee teachers in England to provide a long overdue baseline assessment of the knowledge of autism. It has particular import given the recent research that shows that 60% of autistic young people identified {\textquoteleft}having a teacher who understands autism{\textquoteright} as the main thing that would make school better for them. We find that, based on the Autism Awareness Survey, levels of knowledge were comparatively high among our n = 326 respondents. However, whilst this is encouraging, our findings also point to an underestimation of knowledge, which indicates the need for additional resources and training to develop trainee teachers{\textquoteright} self-efficacy and confidence in their pedagogical practice. Finally, in order to understand more about the gap between autistic children{\textquoteright}s experiences and teachers{\textquoteright} understanding, this study signals a need to review autism knowledge scales to better reflect an experiential knowledge that goes beyond the clinical descriptors.",
keywords = "Autism, knowledge, teaching, trainee, pre-service, inclusive practice",
author = "Jonathan Vincent and Kevin Ralston",
year = "2020",
month = mar,
day = "3",
doi = "10.1080/03054985.2019.1645651",
language = "English",
volume = "46",
pages = "202--221",
journal = "Oxford Review of Education",
issn = "0305-4985",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Trainee teachers’ knowledge of autism

T2 - implications for understanding and inclusive practice

AU - Vincent, Jonathan

AU - Ralston, Kevin

PY - 2020/3/3

Y1 - 2020/3/3

N2 - This current study draws on data from a large sample of trainee teachers in England to provide a long overdue baseline assessment of the knowledge of autism. It has particular import given the recent research that shows that 60% of autistic young people identified ‘having a teacher who understands autism’ as the main thing that would make school better for them. We find that, based on the Autism Awareness Survey, levels of knowledge were comparatively high among our n = 326 respondents. However, whilst this is encouraging, our findings also point to an underestimation of knowledge, which indicates the need for additional resources and training to develop trainee teachers’ self-efficacy and confidence in their pedagogical practice. Finally, in order to understand more about the gap between autistic children’s experiences and teachers’ understanding, this study signals a need to review autism knowledge scales to better reflect an experiential knowledge that goes beyond the clinical descriptors.

AB - This current study draws on data from a large sample of trainee teachers in England to provide a long overdue baseline assessment of the knowledge of autism. It has particular import given the recent research that shows that 60% of autistic young people identified ‘having a teacher who understands autism’ as the main thing that would make school better for them. We find that, based on the Autism Awareness Survey, levels of knowledge were comparatively high among our n = 326 respondents. However, whilst this is encouraging, our findings also point to an underestimation of knowledge, which indicates the need for additional resources and training to develop trainee teachers’ self-efficacy and confidence in their pedagogical practice. Finally, in order to understand more about the gap between autistic children’s experiences and teachers’ understanding, this study signals a need to review autism knowledge scales to better reflect an experiential knowledge that goes beyond the clinical descriptors.

KW - Autism

KW - knowledge

KW - teaching

KW - trainee

KW - pre-service

KW - inclusive practice

U2 - 10.1080/03054985.2019.1645651

DO - 10.1080/03054985.2019.1645651

M3 - Journal article

VL - 46

SP - 202

EP - 221

JO - Oxford Review of Education

JF - Oxford Review of Education

SN - 0305-4985

IS - 2

ER -