Teachers’ perceptions of the effect of professional development on their efficacy to teach pupils with ASD in special classes

Authors

  • Michelle Horan
  • Catherine Merrigan

Keywords:

Special Classes, Teacher Efficacy, Professional Development

Abstract

This article is based on a study which explored the impact of professional development on teachers’ perceived levels of efficacy to teach inclusively in a special class setting for pupils with ASD at primary level. The central research question of the study investigated whether there were significant differences in teachers’ perceived efficacy levels dependent on their level of professiona development. This was measured using both quantitative methods, in the form of an online Teacher Efficacy for Inclusive Practices (TEIP) scale (Sharma, Loreman & Forlin, 2012), and qualitative methods, in the form of semistructured interviews. Findings from the study indicated that ‘highly trained’ teachers had significantly higher perceived efficacy levels compared to those who had received ‘little or no training’. This was supported by evidence from qualitative data. Moreover, evidence suggested that schools did not have policies for teacher allocation and professional development with mixed reports in relation to the level of inclusion experienced by teachers in their schools.

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Published

2021-01-25

How to Cite

Horan, M., & Merrigan, C. (2021). Teachers’ perceptions of the effect of professional development on their efficacy to teach pupils with ASD in special classes. REACH: Journal of Inclusive Education in Ireland, 32(1), 34–49. Retrieved from https://reachjournal.ie/index.php/reach/article/view/16

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