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ERIC Number: EJ1058241
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-1555-6913
Supporting Teachers' Journeys towards Full Inclusion of Students on the Autism Spectrum in New Zealand
Goodall, Emma
Journal of the International Association of Special Education, v15 n2 p133-141 Fall 2014
Research indicates that some teachers still have a long way to go in regards to the full acceptance of students on the autism spectrum as learners with potential (Goodall, 2013). The gap between theoretical knowledge and actual understanding of individual potential of students with autism is difficult for many teachers. A lack of understanding can obstruct the development of appropriate learning opportunities for students on the autism spectrum. This current research aimed to examine the ways in which teachers respond to complex demands of their teaching context to effectively teach their students on the autism spectrum. This current study found that increasing teacher knowledge around students on the spectrum did not improve teacher effectiveness for the students. Rather, an increase in understanding of the autism spectrum and of autistic experiences was most likely to facilitate more effective teaching of the students. For example, teachers who developed an understanding of why students on the autism spectrum did not comply, were able to see how finding mutual solutions could facilitate more effective teaching and reduce stress to both teacher and student/s.
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand