Tensions experienced by teachers and their views of support for pupils with autism spectrum disorders in mainstream schools

By Mahmoud Emam, P. Farrell. 2009

173 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3e3ee0857140d89f50347fc4201d99c9c874be42

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. R. Wood
2. W. Symes
3. N. Humphrey
4. Jacqueline Roberts
5. Kate Simpson
6. Sarah Parsons
7. J. Cassady
8. Craig Goodall

In Developmental and Educational Psychology

1. Sarah Parsons
2. J. Cassady
3. N. Humphrey
4. Jacqueline Roberts
5. R. Wood
6. W. Symes

In Education

1. R. Wood
2. W. Symes
3. Sarah Parsons
4. J. Cassady
5. N. Humphrey
6. Jacqueline Roberts
7. Kate Simpson

Citations in the corpus

• Teachers' Attitudes Toward the Inclusion of Students with Autism and Emotional Behavioral Disorder (2011, background): “…intellectual capability, “These children retain most of the ASD-related impairments, including impairment in social interaction, deviant or bizarre communication, and persistent patterns of restricted and stereotyped behavior throughout their lives” (as cited in Emam & Farrell, 2009, p. 407).”
• Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge (2013, background): “Teachers play a key role in the successful inclusion of pupils with ASDs (Burack, Root, and Zigler 1997 ; Emam and Farrell 2009 ; McGregor and Campbell 2001 ).”
• A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools (2016, background): “Teachers found the need to ensure instructions and class communications were clear and unambiguous inhibited typical teacher – student interaction (Emam and Farrell 2009; Hay and Winn 2005; Soto-Chodi-man, Pooley, and Taylor 2012).”
• School factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorders (ASDs) in mainstream secondary schools (2011, background): “This is perhaps unsurprising given that teachers are argued to play a key role in the successful inclusion of pupils with ASDs (Emam and Farrell, 2009; McGregor and Campbell, 2001) but may currently lack sufficient training to meet the needs of these learners (Dybvik, 2004).”
• International review of the evidence on best practice in educational provision for children on the autism spectrum (2011, background): “…in both specialist and mainstream settings, with appropriate skills and knowledge to ensure children receive an effective education both in the UK (Frederickson, Jones, and Lang 2010; Emam and Farrell 2009) and beyond (Eldar, Talmor, and Wolf-Zukerman 2010; Ministries of Health and Education 2008).”
• Autism, intense interests and support in school: from wasted efforts to shared understandings (2019, background): “56), despite their increasing numbers in the mainstream classroom (Emam and Farrell 2009).”