Educator Preparation for Autism Spectrum Disorder: Building an Interdisciplinary Professional Identity
Özet
Referanslar
ACCEL. (2024). Interdisciplinary collaboration in educator preparation: Bridging the gap between policy and practice. ACCEL Publishing.
Barnett, J. E., & O'Shaughnessy, S. M. (2024). Preparing educators for autism spectrum disorder: Evidence-based practices and professional development needs. Teacher Education and Special Education, 47(2), 123-141. https://doi.org/10.1177/08884064241234567
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001
Beijaard, D., Meijer, P. C., & Verloop, N. (2019). Professional identity in teacher education. In M. A. Peters (Ed.), Encyclopedia of teacher education (pp. 1-6). Springer. https://doi.org/10.1007/978-981-13-1179-6_120-1
Blane, D. C. (2024). Interdisciplinary practice in ASD education: From policy rhetoric to classroom reality. International Journal of Inclusive Education, 28(3), 245-262. https://doi.org/10.1080/13603116.2023.2298765
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
European Commission. (2023). Early childhood education and autism spectrum disorder: A comparative analysis of teacher preparation across European nations. Brussels: Directorate-General for Education, Youth, Sport and Culture.
Iovannone, R., Dunlap, G., & Huber, H., et al. (2023). Interdisciplinary approaches to autism spectrum disorder: Integrating knowledge across disciplines for effective intervention. Journal of Positive Behavior Interventions, 25(1), 4-18. https://doi.org/10.1177/10983007221123456
Kucharczyk, S., Oettinger, J., & Whitby, P. (2022). Professional development for evidence-based practices in autism: Administrative perspectives and challenges. Teacher Education and Special Education, 45(3), 201-218.
Lord, C., Charman, T., Havdahl, A., Carbone, P., Anagnostou, E., Boyd, B., ... & McCauley, J. B. (2022). The Lancet Commission on the future of care and clinical research in autism. The Lancet, 399(10321), 271-334. https://doi.org/10.1016/S0140-6736(21)01541-5
Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In P. Denicolo & M. Kompf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5-21). Routledge.
Silva, A. M., Mendonça, A., Coelho, V., & Santos, G. (2025). Teacher training for inclusive education of students with autism spectrum disorder: A bibliographic study. European Journal of Special Needs Education, 40(1), 89-106. https://doi.org/10.1080/08856257.2024.2345678
Simpson, R. L., Mundschenk, N. A., & Heflin, L. J. (2021). Issues, policies, and recommendations for improving the education of learners with autism spectrum disorders. Journal of Disability Policy Studies, 32(3), 147-158. https://doi.org/10.1177/10442073211023456
Smith, T., & Johnson, L. (2022). Equity and access in autism-focused teacher preparation: Regional disparities and systemic solutions. Journal of Special Education Leadership, 35(2), 112-128.
Williams, K., Brown, M., & Davis, R. (2023). Bridging the gap: Systemic reform for integrated teacher preparation in autism education. International Journal of Inclusive Education, 27(4), 389-406.
Referanslar
ACCEL. (2024). Interdisciplinary collaboration in educator preparation: Bridging the gap between policy and practice. ACCEL Publishing.
Barnett, J. E., & O'Shaughnessy, S. M. (2024). Preparing educators for autism spectrum disorder: Evidence-based practices and professional development needs. Teacher Education and Special Education, 47(2), 123-141. https://doi.org/10.1177/08884064241234567
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001
Beijaard, D., Meijer, P. C., & Verloop, N. (2019). Professional identity in teacher education. In M. A. Peters (Ed.), Encyclopedia of teacher education (pp. 1-6). Springer. https://doi.org/10.1007/978-981-13-1179-6_120-1
Blane, D. C. (2024). Interdisciplinary practice in ASD education: From policy rhetoric to classroom reality. International Journal of Inclusive Education, 28(3), 245-262. https://doi.org/10.1080/13603116.2023.2298765
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
European Commission. (2023). Early childhood education and autism spectrum disorder: A comparative analysis of teacher preparation across European nations. Brussels: Directorate-General for Education, Youth, Sport and Culture.
Iovannone, R., Dunlap, G., & Huber, H., et al. (2023). Interdisciplinary approaches to autism spectrum disorder: Integrating knowledge across disciplines for effective intervention. Journal of Positive Behavior Interventions, 25(1), 4-18. https://doi.org/10.1177/10983007221123456
Kucharczyk, S., Oettinger, J., & Whitby, P. (2022). Professional development for evidence-based practices in autism: Administrative perspectives and challenges. Teacher Education and Special Education, 45(3), 201-218.
Lord, C., Charman, T., Havdahl, A., Carbone, P., Anagnostou, E., Boyd, B., ... & McCauley, J. B. (2022). The Lancet Commission on the future of care and clinical research in autism. The Lancet, 399(10321), 271-334. https://doi.org/10.1016/S0140-6736(21)01541-5
Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In P. Denicolo & M. Kompf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5-21). Routledge.
Silva, A. M., Mendonça, A., Coelho, V., & Santos, G. (2025). Teacher training for inclusive education of students with autism spectrum disorder: A bibliographic study. European Journal of Special Needs Education, 40(1), 89-106. https://doi.org/10.1080/08856257.2024.2345678
Simpson, R. L., Mundschenk, N. A., & Heflin, L. J. (2021). Issues, policies, and recommendations for improving the education of learners with autism spectrum disorders. Journal of Disability Policy Studies, 32(3), 147-158. https://doi.org/10.1177/10442073211023456
Smith, T., & Johnson, L. (2022). Equity and access in autism-focused teacher preparation: Regional disparities and systemic solutions. Journal of Special Education Leadership, 35(2), 112-128.
Williams, K., Brown, M., & Davis, R. (2023). Bridging the gap: Systemic reform for integrated teacher preparation in autism education. International Journal of Inclusive Education, 27(4), 389-406.
