A Model of Practice for Building Teacher Capacity in Educating Young School-age Children on the Autism Spectrum: User Perspectives

References

• Australian Bureau of Statistics [ABS]. (2018). Disability, ageing and carers, Australia: Summary and findings, 2018 (ABS Publication No. 4430.0). Retrieved from https://www.abs.gov.au/AUSSTATS/[email protected]/Lookup/4430.0Main+Features102018?OpenDocument
   Google Scholar
• Bazeley, P. (2013). Qualitative data analysis: Practical strategies. London: Sage.
   Google Scholar
• Beamish, W. (2008). Consensus about program quality: An Australian study in early childhood special education. Saarbrucken, Germany: VDM.
   Google Scholar
• Beamish, W., Bryer, F., & Klieve, H. (2014). Transitioning children with autism to Australian schools: Social validation of important teacher practices. International Journal of Special Education, 29, 1–13.
   Google Scholar
• Braun, V., & Clarke, V. (2014). Thematic analysis. International Journal of Qualitative Studies on Health and Well-being, 9, 57–71.
   Web of Science ®Google Scholar
• Busby, R., Ingram, R., Bowron, R., Oliver, J., & Lyons, B. (2012). Teaching elementary children with autism: Addressing teacher challenges and preparation needs. The Rural Educator, 33, 27–35.
   Google Scholar
• Carta, J. J., & Greenwood, C. R. (1997). Barriers to the implementation of effective educational practices for young children with disabilities. In J. W. Lloyd, E. J. Kameenui, & D. Chard (Eds.), Issues in educating students with disabilities (pp. 261–274). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Centers for Disease Control and Prevention [CDC]. (2018). Autism spectrum disorder. Retrieved from https://www.cdc.gov/ncbddd/autism/data.html
   Google Scholar
• Coates, M., Lamb, J., Bartlett, B., & Datta, P. (2017). Autism spectrum disorder coursework for teachers and teacher-aides: An investigation of courses offered in Queensland, Australia. Australian Journal of Teacher Education, 42(11), 65–80.
   Web of Science ®Google Scholar
• Department of Education Employment and Workplace Relations for the Council of Australian Governments [DEEWR]. (2009). Belonging, being & becoming - The early years learning framework for Australia. Canberra: ACT: Commonwealth of Australia.
   Google Scholar
• Division for Early Childhood [DEC]. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/recommendedpractices
   Google Scholar
• Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3–4), 327–350.
   PubMed Web of Science ®Google Scholar
• Education Queensland. (2018). Inclusive education policy statement. Retrieved from https://education.qld.gov.au/student/inclusive-education/Documents/policy-statement-booklet.pdf
   Google Scholar
• Education Services Australia. (2019). Australian student wellbeing framework. Retrieved from https://www.studentwellbeinghub.edu.au/docs/default-source/aswf_booklet-pdf.pdf
   Google Scholar
• Falconer, I., & Littlejohn, A. (2009). Representing models of practice. In L. Lockyer, S. Bennett, S. Agostinho, & B. Harper (Eds.), Handbook of research on learning design and learning objects: Issues, applications, and technologies (pp. 20–40). Hershey, PA: Information Science Reference.
   Google Scholar
• Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practice. Australasian Journal of Educational Technology, 21(1), 82–101.
   Google Scholar
• Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 150–165.
   Google Scholar
• Lindsay, H., Proulx, M., Thomson, N., & Scott, H. (2013). Educators’ challenges of including children with autism spectrum disorder in mainstream classrooms. International Journal of Disability, Development, and Education, 60(4), 347–362.
   Web of Science ®Google Scholar
• Long, J. L., & Simpson, R. L. (2017). Practitioners’ recommendations for foundational educational supports for elementary-age learners with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 32(4), 269–278.
   Web of Science ®Google Scholar
• Newby, P. (2014). Research methods for education (2nd ed.). London: Routledge.
   Google Scholar
• Oltmann, S. M. (2016). Qualitative interviews: A methodological discussion of the interviewer and respondent contexts. Forum: Qualitative Social Research, 17(2), 1–16.
   Google Scholar
• Roberts, J., & Simpson, K. (2016). A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools. International Journal of Inclusive Education, 20(10), 1084–1096.
   Web of Science ®Google Scholar
• Saggers, B., Carrington, S., & Harper-Hill, K. (2016). The Australian cooperative research centre for living with Autism (Autism CRC): Supporting improved educational outcomes for students on the autism spectrum. CAISE Review, 4, 61–81. Retrieved from http://caisehku.wixsite.com/caise-review
   Google Scholar
• Soto-Chodiman, R., Pooley, J. A., Cohen, L., & Taylor, M. F. (2012). Students with ASD in mainstream primary education settings: Teachers’ experiences in Western Australian classrooms. Australasian Journal of Special Education, 36(2), 97–111.
   Google Scholar
• Taylor, A., Beamish, W., Tucker, M., Paynter, J., & Walker, S. (2019, early online). Designing a model of practice for Australian teachers of young school-age children on the autism spectrum. Journal of International Special Needs Education. doi:https://doi.org/10.9782/18-00017
   Google Scholar
• World Health Organisation [WHO]. (2018). Autism spectrum disorders. Retrieved from https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders
   Google Scholar