Un estudio de las necesidades de formación del profesorado en las prácticas basadas en evidencias científicas en el ámbito del alumnado con trastorno del espectro del autismo

  1. Larraceleta-González, Aitor 1
  2. Castejón-Fernández, Luis 2
  3. Iglesias-García, María-Teresa 3
  4. Núñez-Pérez, José Carlos 2
  1. 1 Equipo Regional ACNEAE de la Consejería de Educación del Principado de Asturias y Universidad de Oviedo
  2. 2 Universidad de Oviedo. Departamento de Psicología
  3. 3 Universidad de Oviedo. Departamento de Ciencias de la Educación
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Revista:
Siglo Cero: Revista Española sobre Discapacidad Intelectual

ISSN: 2530-0350

Año de publicación: 2022

Volumen: 53

Número: 2

Páginas: 125-144

Tipo: Artículo

DOI: 10.14201/SCERO2022532125144 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Siglo Cero: Revista Española sobre Discapacidad Intelectual

Objetivos de desarrollo sostenible

Resumen

The presence of students with Autism Spectrum Disorder (ASD) has increased considerably in classrooms. The purpose of the study was to investigate the familiarity, use and training needs of Hearing and Language (AL) and Therapeutic Pedagogy (PT) teachers, based on their perceptions, on evidence-based practices (EBP) aimed at these students. A survey study was conducted using an online questionnaire from which 116 responses were selected. The data analysis was performed from a quantitative approach using descriptive statistics, inferential and correlational analysis. The results indicate a perceived need for teacher training regarding these practices, lower familiarity and use than those obtained in similar studies carried out in other countries, and the identification of the target variables in the design of future training plans. Conclusions include the need to improve initial and in-service training in these practices, as well as to expand their familiarity to promote later use. Training plans should be addressed to teachers who have worked with a smaller number of students with ASD, who have not received specific training on the subject, with a low perception of competence in the intervention with these students, and with a perception that their teaching practice is not based on evidence.

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Fuente de los datos: Dialnet