Inclusion Development Programme: Using the Autism Spectrum training materials in a Primary School
Loading...
Authors
Lawrence, Debbie
Issue Date
2010
Educational Level
ISCED Level 0 Early childhood education
ISCED Level 1 Primary education
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to improve the understanding and practice of teachers and support staff when working with youngsters on the autistic spectrum, in order to improve learning, behaviour, and social skills.
Aims: The main aim of the development work was to improve the understanding and practice of teachers and support staff when working with youngsters on the autistic spectrum, to enable them to be better integrated, happier and make maximum progress.
Methods: The participants included teachers, teaching assistants, headteachers, LA advisers, SLT members, and SIPs. They all worked together to improve understanding and practice of teachers and support staff when working with youngsters on the autistic spectrum. Staff were released to do modules, worked in pairs to discuss ideas, and used self-evaluation checklists, observation outcomes, and pupil consultation data to measure progress.
Findings: The main findings are that the IDP training has had a positive impact on pupil learning, teaching, and school organization and leadership. It has improved learning and behavior, increased social skills, and increased knowledge and understanding of autism.
Implications: The findings suggest that CPD approaches such as releasing teachers to do modules, working in pairs, and providing resources and activities have had a positive impact on pupil learning, teaching, and school organization and leadership.
Aims: The main aim of the development work was to improve the understanding and practice of teachers and support staff when working with youngsters on the autistic spectrum, to enable them to be better integrated, happier and make maximum progress.
Methods: The participants included teachers, teaching assistants, headteachers, LA advisers, SLT members, and SIPs. They all worked together to improve understanding and practice of teachers and support staff when working with youngsters on the autistic spectrum. Staff were released to do modules, worked in pairs to discuss ideas, and used self-evaluation checklists, observation outcomes, and pupil consultation data to measure progress.
Findings: The main findings are that the IDP training has had a positive impact on pupil learning, teaching, and school organization and leadership. It has improved learning and behavior, increased social skills, and increased knowledge and understanding of autism.
Implications: The findings suggest that CPD approaches such as releasing teachers to do modules, working in pairs, and providing resources and activities have had a positive impact on pupil learning, teaching, and school organization and leadership.
Description
Keywords (free text)
Primary education , Inclusion