Developing training for teachers to support the inclusion in education of pupils with autism spectrum disorder in Eastern Europe and the Balkans

David Preece, Jasmina Troshanska, Ivana Lessner Listiakova, Jasmina Stošić, Natalija Lisak, Joanna Kossewska, Tamara Cierpiałowska, Anna Bombińska-Domżał, Elżbieta Lubińska-Kościółek, Sylwia Niemiec, Małgorzata Płoszaj

Research output: Contribution to conference typesPaperResearchpeer-review

Abstract

Introduction: Autism is a lifelong developmental disorder, impacting approximately 1% of the population. Education has been identified as a key intervention for such children. However, due to the wide spectrum of autism, no single educational approach is appropriate for all, and teachers need a range of skills and strategies. Providing such education is challenging across Europe, and particularly so in Central/Eastern Europe and the Balkans, where previous research has identified a shortfall in training.
Methodology: This overall project is being carried out utilising a collaborative, action-based and stakeholder-empowering methodology, and is being undertaken in four overlapping phases. The training materials and the training process will be evaluated using a combined process and outcome evaluation methodology (Royse et al., 2016). This will include the use of both quantitative and qualitative methods.
Results/Activity to date: Project activity to date has focused on the mapping the ‘state of the art’ regarding existing models and practice regarding teacher education in ASD, as well as identifying the current knowledge, attitudes and training needs of teachers. Academics from the University of Northampton in the UK, the lead partner in the ASD-EAST project, have reviewed the literature regarding teacher education in ASD generally, while partners from Croatia, North Macedonia and Poland have led on reviewing local policy and practice on this topic.
Conclusions: Initial analysis of the mapping activity has demonstrated that teachers across all three countries lack knowledge about intervention and educational methods in autism, and that they have a strong desire for training regarding practical strategies that are applicable to their work settings. This identifies the value of the project, and suggests that such training could bring about positive change for teachers and learners alike.

Conference

Conference„70 ГОДИНИ - ОРГАНИЗИРАНА ЕДУКАЦИЈА,РЕХАБИЛИТАЦИЈА И ВРАБОТУВАЊЕ НА ЛИЦА СО ПОПРЕЧЕНОСТ ВО РЕПУБЛИКА МАКЕДОНИЈА“
CountryMacedonia, The Former Yugoslav Republic of
CityBitola
Period16/05/1918/05/19
Internet address

Fingerprint

Southeastern Europe
autism
Eastern Europe
pupil
inclusion
teacher
education
methodology
developmental disorder
Macedonia
quantitative method
Croatia
Central Europe
qualitative method
Poland
stakeholder
lack
evaluation
Values

Keywords

  • Autism
  • Teacher Training
  • Rehabilitation
  • Special Education Needs
  • Education

Cite this

Preece, D., Troshanska, J., Lessner Listiakova, I., Stošić, J., Lisak, N., Kossewska, J., ... Płoszaj, M. (2019). Developing training for teachers to support the inclusion in education of pupils with autism spectrum disorder in Eastern Europe and the Balkans. 53-58. Paper presented at „70 ГОДИНИ - ОРГАНИЗИРАНА ЕДУКАЦИЈА,РЕХАБИЛИТАЦИЈА И ВРАБОТУВАЊЕ НА ЛИЦА СО ПОПРЕЧЕНОСТ ВО РЕПУБЛИКА МАКЕДОНИЈА“, Bitola, Macedonia, The Former Yugoslav Republic of.
Preece, David ; Troshanska, Jasmina ; Lessner Listiakova, Ivana ; Stošić, Jasmina ; Lisak, Natalija ; Kossewska, Joanna ; Cierpiałowska, Tamara ; Bombińska-Domżał, Anna ; Lubińska-Kościółek, Elżbieta ; Niemiec, Sylwia ; Płoszaj, Małgorzata. / Developing training for teachers to support the inclusion in education of pupils with autism spectrum disorder in Eastern Europe and the Balkans. Paper presented at „70 ГОДИНИ - ОРГАНИЗИРАНА ЕДУКАЦИЈА,РЕХАБИЛИТАЦИЈА И ВРАБОТУВАЊЕ НА ЛИЦА СО ПОПРЕЧЕНОСТ ВО РЕПУБЛИКА МАКЕДОНИЈА“, Bitola, Macedonia, The Former Yugoslav Republic of.6 p.
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Preece, D, Troshanska, J, Lessner Listiakova, I, Stošić, J, Lisak, N, Kossewska, J, Cierpiałowska, T, Bombińska-Domżał, A, Lubińska-Kościółek, E, Niemiec, S & Płoszaj, M 2019, 'Developing training for teachers to support the inclusion in education of pupils with autism spectrum disorder in Eastern Europe and the Balkans' Paper presented at „70 ГОДИНИ - ОРГАНИЗИРАНА ЕДУКАЦИЈА,РЕХАБИЛИТАЦИЈА И ВРАБОТУВАЊЕ НА ЛИЦА СО ПОПРЕЧЕНОСТ ВО РЕПУБЛИКА МАКЕДОНИЈА“, Bitola, Macedonia, The Former Yugoslav Republic of, 16/05/19 - 18/05/19, pp. 53-58.

Developing training for teachers to support the inclusion in education of pupils with autism spectrum disorder in Eastern Europe and the Balkans. / Preece, David; Troshanska, Jasmina; Lessner Listiakova, Ivana; Stošić, Jasmina; Lisak, Natalija; Kossewska, Joanna; Cierpiałowska, Tamara; Bombińska-Domżał, Anna; Lubińska-Kościółek, Elżbieta; Niemiec, Sylwia; Płoszaj, Małgorzata.

2019. 53-58 Paper presented at „70 ГОДИНИ - ОРГАНИЗИРАНА ЕДУКАЦИЈА,РЕХАБИЛИТАЦИЈА И ВРАБОТУВАЊЕ НА ЛИЦА СО ПОПРЕЧЕНОСТ ВО РЕПУБЛИКА МАКЕДОНИЈА“, Bitola, Macedonia, The Former Yugoslav Republic of.

Research output: Contribution to conference typesPaperResearchpeer-review

TY - CONF

T1 - Developing training for teachers to support the inclusion in education of pupils with autism spectrum disorder in Eastern Europe and the Balkans

AU - Preece, David

AU - Troshanska, Jasmina

AU - Lessner Listiakova, Ivana

AU - Stošić, Jasmina

AU - Lisak, Natalija

AU - Kossewska, Joanna

AU - Cierpiałowska, Tamara

AU - Bombińska-Domżał, Anna

AU - Lubińska-Kościółek, Elżbieta

AU - Niemiec, Sylwia

AU - Płoszaj, Małgorzata

PY - 2019/5/16

Y1 - 2019/5/16

N2 - Introduction: Autism is a lifelong developmental disorder, impacting approximately 1% of the population. Education has been identified as a key intervention for such children. However, due to the wide spectrum of autism, no single educational approach is appropriate for all, and teachers need a range of skills and strategies. Providing such education is challenging across Europe, and particularly so in Central/Eastern Europe and the Balkans, where previous research has identified a shortfall in training. Methodology: This overall project is being carried out utilising a collaborative, action-based and stakeholder-empowering methodology, and is being undertaken in four overlapping phases. The training materials and the training process will be evaluated using a combined process and outcome evaluation methodology (Royse et al., 2016). This will include the use of both quantitative and qualitative methods.Results/Activity to date: Project activity to date has focused on the mapping the ‘state of the art’ regarding existing models and practice regarding teacher education in ASD, as well as identifying the current knowledge, attitudes and training needs of teachers. Academics from the University of Northampton in the UK, the lead partner in the ASD-EAST project, have reviewed the literature regarding teacher education in ASD generally, while partners from Croatia, North Macedonia and Poland have led on reviewing local policy and practice on this topic.Conclusions: Initial analysis of the mapping activity has demonstrated that teachers across all three countries lack knowledge about intervention and educational methods in autism, and that they have a strong desire for training regarding practical strategies that are applicable to their work settings. This identifies the value of the project, and suggests that such training could bring about positive change for teachers and learners alike.

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KW - Autism

KW - Teacher Training

KW - Rehabilitation

KW - Special Education Needs

KW - Education

M3 - Paper

SP - 53

EP - 58

ER -

Preece D, Troshanska J, Lessner Listiakova I, Stošić J, Lisak N, Kossewska J et al. Developing training for teachers to support the inclusion in education of pupils with autism spectrum disorder in Eastern Europe and the Balkans. 2019. Paper presented at „70 ГОДИНИ - ОРГАНИЗИРАНА ЕДУКАЦИЈА,РЕХАБИЛИТАЦИЈА И ВРАБОТУВАЊЕ НА ЛИЦА СО ПОПРЕЧЕНОСТ ВО РЕПУБЛИКА МАКЕДОНИЈА“, Bitola, Macedonia, The Former Yugoslav Republic of.