物理教育工作者的培训和信心在实施基于证据的实践,以学生与ASD的学生
Selena J Layden1, Lindsey A Nowland1, Justin A Haegele1
1Selena J. Layden, Lindsey A. Nowland, and Justin A. Haegele, Old Dominion University.
Intellectual and developmental disabilities
|January 28, 2025
概括
体育教师经常与自闭症谱系障碍 (ASD) 的学生合作,但缺乏基于证据的实践 (EBP) 的具体培训. 尽管如此,他们对有效支持这些学生的信心很高.
科学领域:
- 特殊教育 特殊教育
- 体育教育的体育教育
- 自闭症谱系障碍研究研究
背景情况:
- 教师必须对自闭症谱系障碍 (ASD) 的学生使用基于证据的实践 (EBP),以改善结果.
- 体育教育 (PE) 教师经常在教育环境中遇到有自闭症的学生.
- 人们对PE教师的培训和对ASD学生应用EBP的信心是有限的.
研究的目的:
- 调查PE教师的培训水平和对实施ASD学生的EBP的感知信心.
- 为了确定PE教师在ASD支持方面在专业发展中的潜在差距.
主要方法:
- 采用调查方法收集来自教育教师的数据.
- 该调查评估了教师报告的EBP培训,以及他们对ASD学生应用这些实践的信心.
主要成果:
- 幼儿教育教师报告说,针对有自闭症的学生,在特定的EBP中接受的正规培训很少.
- 尽管培训有限,体育教师对支持自闭症学生的信心相对较高.
- 报告的训练与自我感知的信心之间存在差异.
结论:
- 需要进一步的研究,以探索有助于培养教育教师信心的因素.
- 讨论了PE教师的专业发展和服务前培训计划的影响.
- 应该制定战略,以提高PE教师的能力,为ASD学生实施EBP.
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