The effect of familiarisation with autistic individuals on trainee teachers’ attitudes

Lawrence, Clare (2019) The effect of familiarisation with autistic individuals on trainee teachers’ attitudes. Teacher Education Advancement Network Journal, 11 (1). pp. 37-45.

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Consideration of attitudes towards people with disabilities has been the subject of study for many years (e.g. (Kenneth, Antonak and Livneh, 1989; Campbell, Gilmore and Cuskelly, 2003; Praisner, 2003), although trainee teachers’ preconception of autistic pupils specifically has not been addressed. The purpose of this study was to determine whether previous exposure to autistic individuals influences trainee teachers’ initial attitudes towards autistic pupils. 84 trainee teachers with equal exposure to autism education during their undergraduate degree in Primary Education self-catagorised themselves as ‘knowing’ or ‘not knowing’ an autistic individual and were asked to write a brief description of their expectations of how autism might present in a pupil. Responses were compared. Findings were that those with or without personal experience did not show significant differences in their broad descriptions of the presentation of autism, but descriptions by those with personal experience focused more on communication and less on social aspects than those without and were more positive, more varied, more specific and less ‘generic’. Implications for teacher education are discussed.

Item Type: Article
Journal / Publication Title: Teacher Education Advancement Network Journal
Publisher: Teacher Education Advancement Network (TEAN)
ISSN: 2054-5266
Departments: Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE)
Additional Information: Clare Lawrence, Bishop Grosseteste University, UK.
Depositing User: Anna Lupton
Date Deposited: 24 Apr 2019 11:47
Last Modified: 13 Jan 2024 08:02


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