Teaching Elementary Children with Autism: Addressing Teacher Challenges and Preparation Needs

Ruth Busby, Rebecca Ingram, Rhonda Bowron, Jan Oliver, Barbara Lyons

Abstract


Teachers’ perception of self-efficacy may have a significant impact on their ability to accept the challenges inherent in including children with autism in their classrooms. The Nominal Group Technique (NGT) was used to identify perceived challenges and needs of 31 graduate students in a university course of which 14 of the 23 students were actively teaching in rural schools located in southeast Alabama. Five faculty members used the resulting NGT data to draft six recommendations for improving the teacher preparation program at Troy University.

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