Developing training for teachers to support the inclusion in education of pupils with autism spectrum disorder in Eastern Europe and the Balkans

Troshanska, J., Petkovska Nikolovska, A., Lessner Listiakova, I., Stošić, J., Lisak, N., Kossewska, J., Cierpiałowska, T., Bombińska-Domżał, A., Lubińska-Kościółek, E., Niemiec, S., Płoszaj, M. and Preece, D. (2019) Developing training for teachers to support the inclusion in education of pupils with autism spectrum disorder in Eastern Europe and the Balkans. Paper presented to: „70 ГОДИНИ - ОРГАНИЗИРАНА ЕДУКАЦИЈА,РЕХАБИЛИТАЦИЈА И ВРАБОТУВАЊЕ НА ЛИЦА СО ПОПРЕЧЕНОСТ ВО РЕПУБЛИКА МАКЕДОНИЈА“, 2019-05-16 - 2019-05-18.

Troshanska_Jasmina_ASDEAST_2019_Developing_training_for_teachers_to_support_the_inclusion_in_education_of_ ... (3MB)

Item Type:	Conference or Workshop Item (Paper)
Abstract:	Introduction: Autism is a lifelong developmental disorder, impacting approximately 1% of the population. Education has been identified as a key intervention for such children. However, due to the wide spectrum of autism, no single educational approach is appropriate for all, and teachers need a range of skills and strategies. Providing such education is challenging across Europe, and particularly so in Central/Eastern Europe and the Balkans, where previous research has identified a shortfall in training. Methodology: This overall project is being carried out utilising a collaborative, action-based and stakeholder-empowering methodology, and is being undertaken in four overlapping phases. The training materials and the training process will be evaluated using a combined process and outcome evaluation methodology (Royse et al., 2016). This will include the use of both quantitative and qualitative methods. Results/Activity to date: Project activity to date has focused on the mapping the ‘state of the art’ regarding existing models and practice regarding teacher education in ASD, as well as identifying the current knowledge, attitudes and training needs of teachers. Academics from the University of Northampton in the UK, the lead partner in the ASD-EAST project, have reviewed the literature regarding teacher education in ASD generally, while partners from Croatia, North Macedonia and Poland have led on reviewing local policy and practice on this topic. Conclusions:Initial analysis of the mapping activity has demonstrated that teachers across all three countries lack knowledge about intervention and educational methods in autism, and that they have a strong desire for training regarding practical strategies that are applicable to their work settings. This identifies the value of the project, and suggests that such training could bring about positive change for teachers and learners alike.
Uncontrolled Keywords:	/dk/atira/pure/sustainabledevelopmentgoals/quality_education
Creators:	Troshanska, Jasmina, Petkovska Nikolovska, Ana, Lessner Listiakova, Ivana, Stošić, Jasmina, Lisak, Natalija, Kossewska, Joanna, Cierpiałowska, Tamara, Bombińska-Domżał, Anna, Lubińska-Kościółek, Elżbieta, Niemiec, Sylwia, Płoszaj, Małgorzata and Preece, David
Faculties, Divisions and Institutes:	Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research Research Centres > Centre for Education and Research
Date:	16 May 2019
Date Type:	Publication
Page Range:	pp. 53-58
Journal or Publication Title:	„70 ГОДИНИ - ОРГАНИЗИРАНА ЕДУКАЦИЈА,РЕХАБИЛИТАЦИЈА И ВРАБОТУВАЊЕ НА ЛИЦА СО ПОПРЕЧЕНОСТ ВО РЕПУБЛИКА МАКЕДОНИЈА“ : 70 years - Organized education, rehabilitation and employment of people with disability in the republic of North Macedonia
Event Title:	„70 ГОДИНИ - ОРГАНИЗИРАНА ЕДУКАЦИЈА,РЕХАБИЛИТАЦИЈА И ВРАБОТУВАЊЕ НА ЛИЦА СО ПОПРЕЧЕНОСТ ВО РЕПУБЛИКА МАКЕДОНИЈА“
Event Dates:	2019-05-16 - 2019-05-18
Place of Publication:	MKD
Event Type:	Other
Number of Pages:	6
Language:	English
Status:	Published / Disseminated
Refereed:	Yes
Related URLs:	https://pure.northampton.ac.uk/en/public...
URI:	http://nectar.northampton.ac.uk/id/eprint/13091

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