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There isn’t a checklist in the world that’s got that on it’: Special needs teachers’ opinions on the assessment and teaching priorities of pupils on the autism spectrum

Howell, Melanie, Bradshaw, Jill, Langdon, Peter E. (2020) There isn’t a checklist in the world that’s got that on it’: Special needs teachers’ opinions on the assessment and teaching priorities of pupils on the autism spectrum. Journal of Intellectual Disabilities, . ISSN 1744-6295. E-ISSN 1744-6309. (doi:10.1177/1744629520972901) (KAR id:85302)

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Official URL
https://dx.doi.org/10.1177/1744629520972901

Abstract

Two focus groups were conducted with special needs teachers to: (a) identify barriers to learning for autistic pupils, (b) consider broad assessment domains and specific skills or behaviours which teachers consider important for these pupils, and (c) give their opinions on teacher assessments. Data analysis resulted in six main themes: (a) barriers to learning, (b) teacher priorities for autistic pupils, (c) ways of overcoming barriers, (d) the concept of ‘true mastery’, (e) assessing the bigger picture, and (f) practicalities of assessment. Results showed that teachers have priorities for the pupils they know well and concerns about the assessments they regularly use. To ensure face and content validity of teacher assessments, and for assessments to be useful to and valued by the teachers who use them, it is recommended that teachers have opportunities to input during various aspects of the assessment development process.

Item Type: Article
DOI/Identification number: 10.1177/1744629520972901
Uncontrolled keywords: assessment, autism, special education, special education teachers
Subjects: L Education > LC Special aspects of education > LC4717 Autistic children and youth
Divisions: Divisions > Division for the Study of Law, Society and Social Justice > School of Social Policy, Sociology and Social Research > Tizard
Depositing User: Jill Bradshaw
Date Deposited: 04 Jan 2021 10:50 UTC
Last Modified: 16 Feb 2021 14:17 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/85302 (The current URI for this page, for reference purposes)
Howell, Melanie: https://orcid.org/0000-0002-6049-8336
Bradshaw, Jill: https://orcid.org/0000-0002-0379-8877
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