Preservice Teachers' Understanding and Perceptions of Autism Spectrum Disorder (ASD) Before and After Reading ASD Narrative Fiction

• In Event: 58.082 - Roundtable Session 25
  In Roundtable Session: 58.082-16 - Special Education Research SIG Roundtable Discussion 4

Abstract

As the growing number of students with autism spectrum disorder (ASD) continues to grow, pre-service teachers and other educators are expected to understand and work with students from diverse backgrounds and varying abilities. As such, it is essential that teacher preparation programs prepare pre-service teachers and educators to teach students with ASD. Results of a parallel mixed-method research study showed an increase of positive attitudes of pre-service teachers and educators' perceptions concerning people with ASD after reading young-adult fiction books. In light of these findings, we recommend that teacher preparation programs provide experiential opportunities, in this case through authentic fictional books, to enhance the perceptions and understanding of people with ASD and their families.

Authors

• Brenda L. Barrio, Washington State University - Pullman

• Jane Kelley, Washington State Univeristy

• Teresa Cardon, Utah Valley University