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dc.contributor.creatorTynan, Fionnuala
dc.contributor.creatorDavy, Kaitlin
dc.date.accessioned2021-11-23T16:37:16Z
dc.date.available2021-11-23T16:37:16Z
dc.date.issued2021
dc.identifier.citationDavy, K. and Tynan, F. (2021) 'An exploration of teachers’ perceptions of how the classroom environment can support pupils with Autism Spectrum Disorder (ASD) in the mainstream primary school, 34(1), 6-17, available: https://reachjournal.ie/index.php/reach/article/view/314.en_US
dc.identifier.urihttps://dspace.mic.ul.ie/handle/10395/3011
dc.description.abstractThis study sought to explore teachers’ perceptions of how the classroom environment can be used to support learners with Autistic Spectrum Disorder (ASD). While knowledge about educational interventions for children with ASD is substantial, less is known about the design of supportive classroom environments (Martin, 2016, p.280). A qualitative approach was used, involving interviews with five primary-school teachers. The findings show that teachers viewed the physical and temporal environment as important for supporting learners with ASD. However, no teacher made significant adaptions to the physical structure of the classroom. Instead, adaptions to the design of the environment were made and in particular the use of visual supports in the environment. Teachers were more inclined to seek information and advice from colleagues than from courses or literature.en_US
dc.language.isoengen_US
dc.publisherElsevieren_US
dc.relation.ispartofseries34;1
dc.rightsREACH: Journal of Inclusive Education in Ireland is available open access and is listed widely on library electronic journal holdings and on the EBSCO Education Research Complete database.en_US
dc.rights.urihttps://reachjournal.ie/index.php/reach/article/view/314en_US
dc.subjectAutismen_US
dc.subjectClassroom environmenten_US
dc.subjectVisual aidsen_US
dc.subjectTeacher perceptionsen_US
dc.subjectTemporal environmenten_US
dc.titleAn exploration of teachers’ perceptions of how the classroom environment can support pupils with Autism Spectrum Disorder (ASD) in the mainstream primary schoolen_US
dc.typeArticleen_US
dc.type.supercollectionall_mic_researchen_US
dc.type.supercollectionmic_published_revieweden_US
dc.description.versionYesen_US


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