Training and Experience of Respite Carers and Teaching Assistants who work with children with Autistic Spectrum Disorder
Cardiff Metropolitan University
MetadataShow full item record
In this study, a group of 13 respite carers’ views were compared with those of a group of 18 teaching assistants’ in order to determine whether there was a perceived need for further training in communication and interaction with children who have Autistic Spectrum Disorders. A between group comparison was also drawn to investigate whether experience alone enabled participants to feel confident in communicating with autistic individuals. In addition, the utilisation of speech and language therapy input was also considered. Questionnaire results were collated and revealed that there was no significant difference between the mean total training or experience scores of respite carers and teaching assistants. There was however a positive perception of training between groups; a low frequency of training offered to participants when they first commenced current employment and a perceived need and desire for further training. There was also a slight positive trend between participants’ total training scores and total experience scores, indicating that the more experience and confidence participants had, the more positively they perceived training. The input from speech and language therapy was low between both groups, which may have impacted upon respite carers’ use of communication systems. These findings can be used to support the need for access to speech and language therapists and appropriate training in communication for both respite carers and teaching assistants who work with children with ASDs.
Showing items related by title, author, subject and abstract.
Evans, Adrian (2013)The purpose of this research will be to explore the impact of grouping arrangements in the primary school classroom. The research will be conducted in three schools in South Wales and will consider the views and experiences ...
Randall, Catherine Louise (Cardiff Metropolitan University, 2012)Background: Around 150,000 individuals in the UK are affected by stroke on an annual basis. A proportion of these individuals will be affected by the acquired language disorder known as aphasia. It is often close family ...
An investigation into the factors involved in the formation and construction of teachers identity. Winfield, Mitch (University of Wales Institute, Cardiff., 2011)The development and maintenance of a strong teaching identity is regarded by many educational researchers to be fundamental to the personal and professional aspects of teaching (Fautley & Savage,2010; Hamel & Ryken, 2010 ...