engleski

ASD-EAST: Identifying training needs of specialized teachers

Introduction Due to the diverse nature of the autism spectrum, no single educational intervention is effective for all. Educators need a range of skills and knowledge to be able to respond to the variety of needs of pupils with ASD. However, providing such education is challenging across Europe, particularly within Central/Eastern Europe and the Balkans. Autism Spectrum Disorder – Empowering and Supporting Teachers (ASD-EAST) project was established to develop training to support effective teaching to ensure the educational inclusion of learners with autism. Funding was provided by the European Commission’s Erasmus+ programme to establish a 2- year (from September 2018 to August 2020) strategic partnership of schools, academics, small enterprises and NGOs to develop, evaluate and share a locally appropriate model training programme for specialist educators in Croatia, the Former Yugoslav Republic of Macedonia and Poland. Methods Mapping activity consisting of a literature review, survey and focus groups was conducted to inform the development of the training. The focus of this paper are the preliminary findings of the quantitative part of the mapping activity. A questionnaire about teacher training in ASD was developed, translated, piloted and distributed to specialist teachers working with pupils with ASD in all three countries. The survey is still undergoing, with approximately 100 respondents expected from each country, to date, almost 180 responses have been received. Results Results regarding knowledge, attitudes, practices and training needs of specialist teachers working with children with autism indifferent settings are presented. Preliminary findings indicate a high need for training with similar topics identified in all countries. Differences in current training and practices are discussed, suggesting differing training needs across the countries. Discussion Implications for the development of the training for specialist teachers who work in mainstream and special schools in Poland, Macedonia and Croatia are outlined. The project’s focus is on addressing the identified training needs by developing a common core curriculum and locally appropriate materials adapted for three diverse countries. Supporting educators in these countries to better understand autism and effective evidence-based approaches and strategies will benefit learners and teachers alike.

Education, Inclusion, Training

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