Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/16128
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Mavropoulou, Sofia | en |
dc.contributor.author | Padeliadu, Susana | en |
dc.date.accessioned | 2014-11-24T15:32:00Z | - |
dc.date.issued | 2000 | - |
dc.identifier.citation | Autism, 4(2), p. 173-183 | en |
dc.identifier.issn | 1461-7005 | en |
dc.identifier.issn | 1362-3613 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/16128 | - |
dc.description.abstract | The general aim of this study was to examine perceptions about autism in regular education (n = 35) and special education (n = 29) teachers attending the second year of their in-service training. Data were collected through a series of written questions covering four areas of interest (general information, aetiology, behavioural characteristics, treatment). The analysis of findings revealed some confusion in regard to the causes of the syndrome in both groups of teachers. However, special education teachers were more likely to identify correctly the specific characteristics of autism. Regular and special education teachers also identified different instructional priorities in the treatment of autism. The practical implications of these findings for in-service training are discussed. | en |
dc.language | en | en |
dc.publisher | Sage Publications Ltd | en |
dc.relation.ispartof | Autism | en |
dc.title | Greek teachers' perceptions of autism and implications for educational practice: A preliminary analysis | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.1177/1362361300004002005 | en |
dc.subject.keywords | Teacher Education and Professional Development of Educators | en |
dc.subject.keywords | Special Education and Disability | en |
local.contributor.firstname | Sofia | en |
local.contributor.firstname | Susana | en |
local.subject.for2008 | 130313 Teacher Education and Professional Development of Educators | en |
local.subject.for2008 | 130312 Special Education and Disability | en |
local.subject.seo2008 | 939907 Special Needs Education | en |
local.profile.school | Learning and Teaching | en |
local.profile.school | Learning and Teaching | en |
local.profile.email | smavropo@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20141119-15248 | en |
local.publisher.place | United Kingdom | en |
local.format.startpage | 173 | en |
local.format.endpage | 183 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 4 | en |
local.identifier.issue | 2 | en |
local.title.subtitle | A preliminary analysis | en |
local.contributor.lastname | Mavropoulou | en |
local.contributor.lastname | Padeliadu | en |
dc.identifier.staff | une-id:smavropo | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:16365 | en |
local.identifier.handle | https://hdl.handle.net/1959.11/16128 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Greek teachers' perceptions of autism and implications for educational practice | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Mavropoulou, Sofia | en |
local.search.author | Padeliadu, Susana | en |
local.uneassociation | Unknown | en |
local.year.published | 2000 | en |
Appears in Collections: | Journal Article |
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