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The Use of Professi...
The Use of Professional Development to Enhance Education of Students with Autism : A Systematic Review
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- Petersson-Bloom, Linda (författare)
- Kristianstad University,Faculty of Education,Department of Special Education,Fakulteten för lärarutbildning,Avdelningen för specialpedagogik
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- Leifler, Emma (författare)
- Gothenburg University,Göteborgs universitet,University of Gothenburg,Institutionen för pedagogik och specialpedagogik,Department of Education and Special Education
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- Holmqvist, Mona (författare)
- Lund University,Lunds universitet,Utbildningsvetenskap,Institutionen för utbildningsvetenskap,Institutioner,Humanistiska och teologiska fakulteterna,Educational Sciences,Department of Educational Sciences,Departments,Joint Faculties of Humanities and Theology,,Lunds Universitet
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(creator_code:org_t)
- MDPI AG, 2023
- 2023
- Engelska 13 s.
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 13:9, s. 1-13
- Relaterad länk:
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http://dx.doi.org/10... (free)
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Abstract
Ämnesord
Stäng
- The study objective in this article was to present the state-of-the-art on teachers’ professional development to enhance educational quality for students with autism spectrum disorders (ASD) in primary and secondary education. A systematic review was conducted, following the PRISMA guidelines. Quantitative, qualitative, and mixed-methods studies were eligible for inclusion. Fifteen studies were identified and summarized. To identify the eligibility criteria, we applied the SPIDER framework. Quality appraisal was applied using the MMAT. A thematic summary and narrative synthesis of the included studies was conducted to establish a comprehensive understanding of what makes a difference in preparation for teachers of autistic students. Two key factors were found regarding the design of professional development for teachers to enhance their skills to teach autistic students. Firstly, teachers’ developed autism-specific knowledge, and secondly, the need for practice-based training with a focus on the challenges teachers meet at their own schools. Multiple ways of addressing teachers’ need for professional development regarding autistic students may further contribute to inclusive values and actions.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Lärande (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Learning (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogical Work (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
- SAMHÄLLSVETENSKAP -- Psykologi (hsv//swe)
- SOCIAL SCIENCES -- Psychology (hsv//eng)
Nyckelord
- autism spectrum disorders
- development disorders
- disabilities
- education
- professional development
- special education
Publikations- och innehållstyp
- for (ämneskategori)
- ref (ämneskategori)
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