Teacher education and confidence regarding autism of specialist primary school teachers

Natalija Lisak Segota, Ivana Lessner Listiakova, Jasmina Stošić, Joanna Kossewska, Jasmina Troshanska, Ana Petkovska Nikolovska, Tamara Cierpiałowska, David Preece*

*Corresponding author for this work

Research output: Contribution to JournalArticlepeer-review


Legislation and policy within Croatia, the Republic of North Macedonia and Poland supports the educational inclusion of children with autism; however, such inclusion is nascent in these countries. A survey of experienced teachers working directly with children with autism in both inclusive and special schools was undertaken in winter 2018-19. Five hundred and sixty questionnaires were distributed and 340 returned (61% response); after cleansing, 242 responses were analysed. Over a quarter of respondents had received no instruction regarding autism during initial teacher education; almost half had undertaken no continuing professional development on the topic. Special school teachers reported higher overall confidence, but levels remained low within a number of key domains. Teachers identified a need for appropriate teacher education regarding theory, relevant practical strategies and mentorship/supervision. Implications regarding inclusive practice and teacher education in these countries are identified.
Original languageEnglish
Pages (from-to)14-27
Number of pages14
JournalEuropean Journal of Special Needs Education
Issue number1
Early online date9 Nov 2020
Publication statusPublished - 2 Jan 2022


  • Croatia
  • North Macedonia
  • Poland
  • Teacher education
  • autism
  • Developmental and Educational Psychology
  • Education
  • Health Professions (miscellaneous)


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