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Cogent Education Volume 2, 2015 - Issue 1
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Research Article

The role of experience in teachers’ social representation of students with autism spectrum diagnosis (Asperger)

Ann-Charlotte LintonThe Swedish Institute for Disability Research, Linköping and Örebro University, Örebro, Sweden;Department of Behavioural Sciences and Learning, Linköping University, Linköping, SwedenCorrespondence[email protected]
View further author information
,
Per GermundssonDepartment of Health and Welfare Studies, Malmö University, Malmö, SwedenView further author information
,
Mikael HeimannThe Swedish Institute for Disability Research, Linköping and Örebro University, Örebro, Sweden;Department of Behavioural Sciences and Learning, Linköping University, Linköping, SwedenView further author information
&
Berth DanermarkThe Swedish Institute for Disability Research, Linköping and Örebro University, Örebro, SwedenView further author information
|
John C.K. LeeHong Kong Institute of Education, Hong KongView further author information
(Reviewing Editor)
Article: 994584 | Received 19 Jun 2014, Accepted 27 Nov 2014, Published online: 08 Jan 2015

Figures & data

Table 1. Participants’ sex, grades, and years of teaching experience and whether they are qualified/not qualified teachers (N = 170)

Table 2. Groups of teachers in relation to their private and/or work-related experience

Figure 1. The percent mentions of each category for teachers without experience compared to those with experience in descending order according to teachers without experience.

Figure 1. The percent mentions of each category for teachers without experience compared to those with experience in descending order according to teachers without experience.

Table 3. The percent of mentions of each category and the difference between the groups expressed in RRI (in descending RRI order)

Table 4. The percent of mentions of each category and the difference between the groups expressed in RRI (in descending RRI order)

Figure 2. A matrix tree diagram of responses from teachers with experience (total number of links is 197).

Note: The numbers are only valid within this maximum tree.
Figure 2. A matrix tree diagram of responses from teachers with experience (total number of links is 197).

Figure 3. A matrix tree diagram of responses from teachers without experience (total number of links is 94).

Note: The numbers are only valid within this maximum tree.
Figure 3. A matrix tree diagram of responses from teachers without experience (total number of links is 94).

Table 5. The percent of mentions of each category for teachers with work-related experience (w) compared to those with private experience (p) and the difference between the groups expressed in RRI (in descending RRI order)

Table 6. The percent of mentions of each category for teachers with private experience compared to those with work-related experience and the difference between the groups expressed in RRI (in descending RRI order)

Figure 4. A matrix tree diagram of responses from teachers with work-related experience (total number of links is 82).

Note: These numbers are only valid within this maximum tree.
Figure 4. A matrix tree diagram of responses from teachers with work-related experience (total number of links is 82).

Figure 5. A matrix tree diagram of responses from teachers with private experience (total number of links is 57).

Note: The numbers are only valid within this maximum tree.
Figure 5. A matrix tree diagram of responses from teachers with private experience (total number of links is 57).

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