Though there are standards to identify the expectations for educating students with autism in the inclusive classroom, GE teachers and paraeducators report limited knowledge and self-efficacy in suppo
Research gap analysis derived from 3 education papers in our local library.
The gap
Though there are standards to identify the expectations for educating students with autism in the inclusive classroom, GE teachers and paraeducators report limited knowledge and self-efficacy in supporting students with autism, and both ind
Consensus across the literature
Clustered from 3 gap mentions across 3 papers via embedding cosine ≥ 0.62.
Research trend
Established — well-defined area with open sub-problems.
Supporting evidence — 3 representative gaps
- A Comparison of Autism-Specific Training Outcomes for Teachers and Paraeducators (2019) · doi
Though there are standards to identify the expectations for educating students with autism in the inclusive classroom, GE teachers and paraeducators report limited knowledge and self-efficacy in supporting students with autism, and both indicate a need for more formal training in autism.
Keywords: autism students though there standards identify expectations educating inclusive classroom teachers paraeducators report limited knowledge - Using the Concrete-representational-abstract Sequence and the Strategic Instruction Model to Teach Computation to Students with Autism Spectrum Disorders and Developmental Disabilities (2014) · doi
There is a need for further investigation of evidence-based practices for students with autism spectrum disorders and developmental disabilities leading to students’ success within the general education curriculum (Cihak & Foust, 2008; Rockwell, Griffin, & Jones, 2011; Schaefer-Whitby, Travers, & Harnik, 2009).
Keywords: students there need further investigation evidence based practices autism spectrum disorders developmental disabilities leading success - Effects of No-No Prompting on Teaching Expressive Labeling of Facial Expressions to Children with and without a Pervasive Developmental Disorder (2011) · doi
Three areas of discrete trial teaching warranting more research are the effectiveness and efficiency of various prompting procedures, the effectiveness of implementing teaching in a group instructional format, and the ability of children with autism to observationally learn from their peers.
Keywords: teaching effectiveness three areas discrete trial warranting efficiency various prompting procedures implementing group instructional format
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