Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Autism
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Helps, S.
Right arrow Articles by Callias, M.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Helps, S.
Right arrow Articles by Callias, M.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Autism

The Teacher’s View

Sarah Helps

King’s College Hospital, London, UK

I. C. Newsom-Davis

Institute of Psychiatry, London, UK

M. Callias

St George’s Hospital, London, UK

Frequently changing conceptualizations of autism have caused widespread confusion over its precise nature and aetiology. This study aimed to investigate teachers’ views of autism, together with their training needs. The Stone Autism Questionnaire (1987) was modified and used to evaluate the level of knowledge and understanding among a sample of 72 teaching and support staff from four mainstream and four special (non-autism) schools in South London. Ten mental health professionals working in the field of autism completed the same questionnaire as a ‘control’ measure for comparison. Teachers and support staff were found to hold a number of views about autism that were significantly different from those of mental health professionals; the majority had received little or no training regarding the disorder. All three groups were unanimous in their demand for more training. The results have serious implications for the educational experiences and developmental achievements of children with autism in schools in England.

Key Words: autism • education • special needs • teacher training

Autism, Vol. 3, No. 3, 287-298 (1999)
DOI: 10.1177/1362361399003003006
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Int J Soc PsychiatryHome page
A. Furnham and C. Buck
A Comparison of Lay-Beliefs about Autism and Obsessive-Compulsive Disorder
International Journal of Social Psychiatry, December 1, 2003; 49(4): 287 - 307.
[Abstract] [PDF]

Home page
 Psychiatr. Serv.Home page
J. Sverd, D. R. Dubey, R. Schweitzer, and R. Ninan
Pervasive Developmental Disorders Among Children and Adolescents Attending Psychiatric Day Treatment
Psychiatr Serv, November 1, 2003; 54(11): 1519 - 1525.
[Abstract] [Full Text] [PDF]

Home page
 AutismHome page
E. M C Gregor and E. Campbell
The Attitudes of Teachers in Scotland to the Integration of Children with Autism into Mainstream Schools
Autism, June 1, 2001; 5(2): 189 - 207.
[Abstract] [PDF]