'But how do I teach them?': Autism and Initial Teacher Education (ITE)

Background and Objectives: Initial Teacher education (ITE) must prepare student teachers to address the needs of all learners in mainstream classrooms, including those with autism – but does it? This presentation critically... [ view full abstract ]

Background and Objectives: Initial Teacher education (ITE) must prepare student teachers to address the needs of all learners in mainstream classrooms, including those with autism – but does it? This presentation critically explores this question by examining the findings of a study into student and tutor perceptions of autism education on a four year ITE programme at university.
Methodology: A qualitative approach was used to explore the perceptions of 72 students and 16 tutors. Qualitative data was collected via an on-line questionnaire using open questions. Some closed questions were included to provide basic numerical data. Further qualitative data was drawn from two focus groups (5 students and 5 tutors).
Results: There was a consensus amongst students that autism education on this ITE programme is inadequate. Students felt ill-prepared for school placements. Tutors largely agreed, but a small minority were doubtful or disagreed. Half of the tutors acknowledged they do not know the key features of autism and/or the key teaching strategies, and that they do not have sufficient knowledge and understanding of autism to discuss it with students. Students and tutors agreed that new inputs are needed to address this gap.
Conclusions: This study indicates that ITE in this establishment is failing to equip students to address the needs of learners with autism. The evidence suggests a need for tutor training in autism and for enhanced provision in autism education across all four years of the programme. Further study is needed to explore if such findings are widespread.

This study has been approved by the Ethics Committee of the Higher Education establishment in which the author works. All participants in the study: -attended an information session on the aims of the study and ethical... [ view full abstract ]

This study has been approved by the Ethics Committee of the Higher Education establishment in which the author works.
All participants in the study:
-attended an information session on the aims of the study and ethical procedures
-provided consent for participation by returning an on-line questionnaire (non-returns were indicative of refusal to participate)
-were aware of their right to withdraw at any stage of the study
-understood that anonymity and confidentiality would be assured by coding questionnaire on submission and via use of pseudonyms.
-understood that all data would be locked in secure, password-coded sites
-understood that focus group discussions would be member-checked to minimise bias and that data analysis would be cross-checked by two researchers.

The study did not involve any threat of harm to participants.