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Direct linkRyan, Amy; Mathews, Elizabeth S. – European Journal of Special Needs Education, 2022
This study investigated the perceived Teacher Self-Efficacy (TSE) of primary school teachers in Ireland who are working in special classes for students with autism. Furthermore, it sought to examine whether these perceptions of TSE were related to special class teaching experience, their engagement in professional development pertaining to autism,…
Descriptors: Elementary School Teachers, Self Efficacy, Special Education, Students with Disabilities
Kerins, Pauline; Casserly, Ann Marie; Deacy, Evelyn; Harvey, Deirdre; McDonagh, Dolores; Tiernan, Bairbre – European Journal of Special Needs Education, 2018
According to government policy in Ireland, special needs assistants (SNAs) may be employed in post-primary schools to support students deemed to have chronic and serious care needs. There is currently no national policy regarding the continuing professional development (CPD) of SNAs, to meet the requirements of their role. This study investigated…
Descriptors: Foreign Countries, Special Needs Students, Teacher Aides, Educational Policy
Bell, Sheena; Devecchi, Cristina; Mc Guckin, Conor; Shevlin, Michael – European Journal of Special Needs Education, 2017
Internationally there are increasing numbers of young people on the ASD spectrum attending higher education. Early transition planning is essential and students with ASD often require support to articulate their post-school educational goals and actively participate in transition planning meetings. Services within higher education are primarily…
Descriptors: Transitional Programs, Autism, Pervasive Developmental Disorders, Foreign Countries
