In-Service Teachers’ Perceptions of Autism Before and After Reading Literature About Individuals With Autism

• In Event: Engaging Learners: Understanding Diversity and Diverse Populations

Abstract

In-service teachers’ perceptions and beliefs about individuals with autism were examined. Twenty-three participants enrolled in a beginning literacy graduate course were given a pre-/post-questionnaire. The researchers used non-invasive interventions (reading of books about individuals with autism and group discussion) to facilitate discussion. Before the interventions, participations limited their discussion of autism to informational descriptions and experiences that occurred in their lives. During and after reading and group discussion, participants were able to make greater connections with individuals with autism and provide thoughtful suggestions for classroom teachers.

Authors

• Chris L. Massey, Clemson University

• Linda B. Gambrell, Clemson University