Exploring Resources Provided to General Education Teachers to Enhance Their Understanding and Capacity When Working with Students with Autism Spectrum Disorder (ASD)

Rachel Pagaling

University of Calgary, Canada

Published Date: 2022-06-18

Rachel Pagaling
University of Calgary, Canada

Received: June 10, 2022; Accepted: June 14, 2022; Published: June 18, 2022

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The purpose of this study is to investigate learning leaders’ perspectives on the most effective resources and strategies provided to
general education [GE] teachers to enhance their understanding of autism, as well as build their capacity when working with students
with autism in an inclusive classroom. A qualitative design was used, whereby five semi-structured interviews were conducted with
learning leaders from a large urban school board in Alberta. Interviews were transcribed and data was analyzed with thematic
analysis, with four themes arising: (1) Having conversations around building knowledge; (2) Working relationships; (3) Professional
development; and (4) Providing teacher with specific strategies that produce results in the classroom. The present study identifies
resources that are most effective in supporting GE teachers’ work with students with autism in inclusive classrooms and will inform
programs and services provided to teachers to improve their educational practice. Implications for practice and future research
directions are discussed.

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