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The role of experie...
The role of experience in teachers´social representation of students with autism spectrum diagnosis (Aspberger)
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- Linton, Ann-Charlotte, 1953- (author)
- Linköpings universitet,Örebro universitet,Institutionen för hälsovetenskap och medicin,The Swedish Institute for Disability Research, Linköping, Sweden; The Swedish Institute for Disability Research, Örebro University, Örebro, Sweden; Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden,Institutionen för beteendevetenskap och lärande,Filosofiska fakulteten,Institutet för handikappvetenskap (IHV)
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- Germundsson, Per (author)
- Malmö högskola,Fakulteten för hälsa och samhälle (HS),Malmö University, Sweden
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- Heimann, Mikael, 1951- (author)
- Linköpings universitet,Psykologi,Filosofiska fakulteten
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- Danermark, Berth, 1951- (author)
- Malmö högskola,Örebro universitet,Institutionen för hälsovetenskap och medicin,The Swedish Institute for Disability Research, Linköping, Sweden; The Swedish Institute for Disability Research, Örebro University, Örebro, Sweden,Fakulteten för hälsa och samhälle (HS)
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(creator_code:org_t)
- UK : Cogent OA, 2015
- 2015
- English.
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In: Cogent Education. - UK : Cogent OA. - 2331-186X. ; 2:1
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https://doi.org/10.1...
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Abstract
Subject headings
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- Support from teachers is a key strategy for accommodating students with Asperger syndrome (AS) diagnosis in the mainstream classroom. Teachers’ understanding and expectations of students, i.e. their social representations (SR), have a bearing on how they interact and accommodate, but little is known about why. Therefore, the current study examined the idea that teachers’ SR of these students are influenced by their previous experience with AS. To this end, Swedish mainstream teachers were invited to anonymously answer a web-based questionnaire (N = 153). An association task was used to obtain data on teachers’ SR and the content and structure of the SR were explored. Our results suggest that work-related experience of AS and/or private experience shape teachers’ SR of these students relative to teachers with no experience. Moreover, teachers with previous experience had more SR elements related to environment and learning factors while teachers without previous experience had more elements related to the individual’s behavior. Teachers with private experience produced fewer positive elements compared to those with work-related experience only. These results highlight the role of contextual factors and prior experience in forming SR. We conclude that contact with students with AS, e.g. during teacher training, could facilitate accommodation in mainstream schools.
Subject headings
- MEDICIN OCH HÄLSOVETENSKAP -- Hälsovetenskap -- Annan hälsovetenskap (hsv//swe)
- MEDICAL AND HEALTH SCIENCES -- Health Sciences -- Other Health Sciences (hsv//eng)
- SAMHÄLLSVETENSKAP -- Psykologi (hsv//swe)
- SOCIAL SCIENCES -- Psychology (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
Keyword
- autism spectrum disorder
- Asperger diagnosis
- teacher experience
- social representation
- Handikappvetenskap
- Disability Science
Publication and Content Type
- ref (subject category)
- art (subject category)
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