Journal article
Designing a Model of Practice for Australian Teachers of Young School-age Children on the Autism Spectrum
Journal of International Special Needs Education (Online), Vol.24(1), pp.1-13
15/04/2021
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Abstract
Extensive work has been undertaken in North America on effective practices in early childhood education, early childhood special education, and autism-specific interventions. Much of this work, however, has not been disseminated in teacher-friendly ways nor has it been translated into useable formats that support teacher uptake and incorporation into everyday classroom practice. The research presented here drew on practice literature from North America and a Design-Based Research approach to produce a Model of Practice (MoP) for Australian classroom teachers working with students on the autism spectrum in their first year of primary school. This practice model aims to support pedagogical decision making in relation to the effective and inclusive education of this student cohort. Iterative cycles of design involving generation of educational practices from the literature, content validation by experts, and social validation by classroom teachers were undertaken. These cycles were guided by MoP design principles and resulted in a prototype Early Years Model of Practice (EY-MoP) comprising 29 empirically-supported practices, which were highly endorsed by Australian teachers. The field testing of the EY-MoP should provide preliminary evidence of the applicability of this tool in Australian early years classrooms.
Details
- Title
- Designing a Model of Practice for Australian Teachers of Young School-age Children on the Autism Spectrum
- Creators
- Annalise Taylor - Griffith UniversityWendi Beamish - Griffith UniversityMadonna Tucker - AEIOU FoundationJessica Paynter - Griffith UniversitySue Walker - Queensland University of Technology
- Publication Details
- Journal of International Special Needs Education (Online), Vol.24(1), pp.1-13
- Publisher
- Council for Exceptional Children * Division of International Special Education and Services
- Grant note
- This research is supported by the Cooperative Research Centre for Living with Autism (Autism CRC) under Project No. 2.037. The authors acknowledge the financial support of the Autism CRC, established and supported under the Australian Government’s Cooperative Research Centres Program.
- Identifiers
- 991013006393902368
- Copyright
- Copyright © 2021 Division of International Special Education and Services
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article