Equity in education for autistic students : Professional learning to accommodate inclusive education
Mjukband - 258 sidor - Engelska - 2022
194 kr
Leveranstid: 5-7 arbetsdagar inom Sverige, upp till 14 arbetsdagar till utlandet.
Exploring research and different reports indicates that the school situation for autistic students may be challenging from the view of professionals, parents, and autistic students themselves, which may lead to an inequitably educational situation concerning this group of students. As such, this thesis aims to explore if and how professionals’ participation in professional development enhances the quality of education for autistic students, including the perspectives of autistic students, their parents, and professionals in pre-and primary school. Four studies have been conducted, their findings have been synthesized narratively to fulfil the aim of the thesis and answer the research questions addressed. Three key elements of changes were identified: Attitudes, knowledge, and strategies to accommodate, the latter not as evident. Discrepancies were detected across participants and contexts. Furthermore, the professionals identified barriers to implementation, such as lack of resources, physical environment, and enabling factors, such as participation (collaborative aspects).
Om författaren
Linda Petersson-Bloom has a long experience of the educational field, with a strong focus on neurodevelopmental disabilities in general and a specific focus on autism. She has experience in and around preschool, primary and secondary education, and special school for students with intellectual disabilities. She also worked for the national Autism- and Asperger association at their educational branch, Utbildningscenter Autism, for several years. Since 2014 she has been employed at the National agency for special needs education and schools (SPSM).
Exploring research and different reports indicates that the school situation for autistic students may be challenging from the view of professionals, parents, and autistic students themselves, which may lead to an inequitably educational situation concerning this group of students. As such, this thesis aims to explore if and how professionals’ participation in professional development enhances the quality of education for autistic students, including the perspectives of autistic students, their parents, and professionals in pre-and primary school. Four studies have been conducted, their findings have been synthesized narratively to fulfil the aim of the thesis and answer the research questions addressed. Three key elements of changes were identified: Attitudes, knowledge, and strategies to accommodate, the latter not as evident. Discrepancies were detected across participants and contexts. Furthermore, the professionals identified barriers to implementation, such as lack of resources, physical environment, and enabling factors, such as participation (collaborative aspects).
Om författaren
Linda Petersson-Bloom has a long experience of the educational field, with a strong focus on neurodevelopmental disabilities in general and a specific focus on autism. She has experience in and around preschool, primary and secondary education, and special school for students with intellectual disabilities. She also worked for the national Autism- and Asperger association at their educational branch, Utbildningscenter Autism, for several years. Since 2014 she has been employed at the National agency for special needs education and schools (SPSM).