An evaluation of the effects of an autistic spectrum disorder-specific post-graduate certificate continuing professional development programme on practice in six schools

The aim of the research was to establish whether valued outcomes could be identified with a particular autistic spectrum disorder (ASD)-specifc post-graduate certificate programme. The research investigated and compared the practice of six teachers who had participated in an ASD-specific continuing professional development (CPD) programme and four teachers who had not. A combined qualitative and quantitative case-study design was used in reviewing the literature, videoing classroom practice, conducting semi-structured interviews with class teachers, principals and other school staff. The data were interrogated through combining a specifically-constructed model for evaluating the aims, functions, impact and discrete elements of CPD with the concept o f grounded theory. The acquisition of a broad theoretical knowledge of ASDs, increased teacher-confidence, awareness of the autobiographical experiences o f individuals with ASDs and the development of lifelong learning, writing and research skills were identified as valued outcomes o f participating in the programme. An impact on promoting the principal’s management and instructional roles and employing a collaborative, inclusive whole-school approach was evident in schools where teachers had completed the programme. Bricolage and self-reflective practice also emerged as key contributing factors to teachers’ knowledge. The value o f access to a range of CPD models for teachers is affirmed provided that the quality o f programmes is assured. The research findings suggest that while initial teacher education (ITE) would benefit from further special education input, the contribution o f ITE to teachers’ repertoire of pedagogical knowledge in meeting the needs o f pupils with ASDs should not be underestimated. Significantly the research findings suggest the possibility of incorporating the strategies used in behavioural approaches in naturalistic classroom settings. The findings indicate that it is critical that teachers are in a position to adopt an individualised responsive ASD-pedagogy that incorporates both an understanding of the common pedagogic needs o f all learners and the group-pedagogic needs of learners with ASDs. The research findings further corroborate the fact that the literature to date, has failed to yield definitive conclusions in favour o f a specific intervention model for pupils with ASDs. It is suggested that an alternative approach based on isolating the effective elements o f common and ASD-specific teaching approaches may be more advantageous than pursuing the quest for a specific intervention model

On the Path to Developing a High-Quality Inclusive Preschool System in the Irish Context: Outcomes from a Systemic Focus on Structural and Process Quality Dimensions

The contribution of high-quality preschool education to well-being and learning is recognised globally. In Ireland, a universal free preschool programme was introduced in 2010 for children aged between 3-year 2 months and 4-year 7 months and extended to two years’ duration in 2018. The programme is now available to all children from the 1st September after the child has turned 2-years and 8 months. While high-quality preschool education benefits all children, it is particularly impactful for children who require targeted prevention and early intervention. Early experiences of the universal preschool system suggested that access remained a challenge for this cohort of children and required a cross-government strategic approach to strengthen policy coherence and secure access for all. Over the past decade, this has led to significant public investment focused on structural and process aspects of provision. This chapter will explore how developments supporting the structural aspects of quality and the resultant impact on process quality, contributing to the creation of high-quality inclusive preschool system. The chapter will conclude by considering how progress can be sustained as we continue on the path to building a preschool system designed to nurture the meaningful inclusion of all children where diversity becomes the norm

Transforming the Lives of Early Childhood Teachers, Autistic Children and their Families: Findings and Recommendations from an Evaluation of a Programme of Continuing Professional Development

In response to the exponential growth in the prevalence of autism in Ireland and 95% of all children availing of the universal free pre-school scheme, AsIAm delivered a continuing professional development (CPD) programme, to 311 adult learners. The paper reports on a multi-method evaluation of the impact of the programme on early childhood teachers’ capacity to effectively include and support autistic children. The findings underline the importance of government investment in lifelong learning and the potential of a focused CPD programme to transform both participants’ professional lives and the experiences they provide for the children in early learning and care services. Recommendations for future policy development are also suggested

Transforming the Lives of Early Childhood Teachers, Autistic Children and their Families: Findings and Recommendations from an Evaluation of a Programme of Continuing Professional Development

In response to the exponential growth in the prevalence of autism in Ireland and 95% of all children availing of the universal free pre-school scheme, AsIAm delivered a continuing professional development (CPD) programme, to 311 adult learners. The paper reports on a multi-method evaluation of the impact of the programme on early childhood teachers’ capacity to effectively include and support autistic children. The findings underline the importance of government investment in lifelong learning and the potential of a focused CPD programme to transform both participants’ professional lives and the experiences they provide for the children in early learning and care services. Recommendations for future policy development are also suggested

Innovation and Transformation in Early Childhood Education in the UAE

This chapter explores the development of Early Childhood Education in the UAE, focusing on the period between birth and compulsory school age. A distinction is made between Early Childhood Care and Education, focusing on the age group birth to four and Early Childhood Education, focusing on the age group four to six. The contexts of public and private education are explored across the age range, including in-home care, public nurseries, federal nurseries, public kindergartens and kindergarten provision in private schools. Investments in early childhood give children enhanced opportunities for success later in life. Progress has been made in the UAE for the age range four to six years in terms of enhancing quality through rigorous inspection frameworks based on international best practice, as well as in terms of curriculum reform in public schools for that age group. However, for the age range of birth to four years, there has been limited progress in terms of service provision for the age range birth to four years. Quality assurance standards have been raised, but there is still no national curriculum framework in place in the UAE for the early years. The importance of this embodiment of a society’s educational aims and purposes appears well understood for school age children as the nation continues to refine and reform curriculum. The development of a curriculum framework for early childhood care and education is of critical importance in terms of reflecting broad societal values and aspirations and achieving the vision of the UAE

An Examination of Concepts of School Readiness Among Parents and Educators in Ireland

The Department of Children and Youth Affairs commissioned research through the Irish Research Council (IRC) to examine concepts of school readiness as they are understood by early years educators and managers, primary school principals, junior infant teachers and parents of children participating in the first Free Preschool Year in Ireland. A mixed-methods approach was adopted, involving interviews, an online survey and “draw and tell” sessions with children. Representative samples of FPSY settings and primary schools were selected and an online survey based on the findings of the qualitative phase was sent to 500 pre-primary settings and 500 primary schools. In this study, the concept of school readiness as understood by parents of children availing of the FPSY, and early years educators and managers, emerged as a multi-faceted and complex concept, influenced by and entwined with a range of interrelated factors at macro (policy), meso (interrelationships) and micro (pre-primary and primary) levels. These factors included children’s social and emotional skills, dispositions, language development, self-help skills, appropriate classroom behaviour and pre-academic skills. School readiness was clearly located along a maturationist-environmentalist continuum where readiness was associated with a child’s age as well as external evidence of the acquisition of specific skills. Interview and survey participants articulated a range of school readiness indicators, with significant differences in some instances between the importance allocated to these indicators by individual participant groups

An evaluation of the effects of an autistic spectrum disorder-specific post-graduate certificate continuing professional development programme on practice in six schools

The aim of the research was to establish whether valued outcomes could be identified with a particular autistic spectrum disorder (ASD)-specifc post-graduate certificate programme. The research investigated and compared the practice of six teachers who had participated in an ASD-specific continuing professional development (CPD) programme and four teachers who had not. A combined qualitative and quantitative case-study design was used in reviewing the literature, videoing classroom practice, conducting semi-structured interviews with class teachers, principals and other school staff. The data were interrogated through combining a specifically-constructed model for evaluating the aims, functions, impact and discrete elements of CPD with the concept o f grounded theory. The acquisition of a broad theoretical knowledge of ASDs, increased teacher-confidence, awareness of the autobiographical experiences o f individuals with ASDs and the development of lifelong learning, writing and research skills were identified as valued outcomes o f participating in the programme. An impact on promoting the principal’s management and instructional roles and employing a collaborative, inclusive whole-school approach was evident in schools where teachers had completed the programme. Bricolage and self-reflective practice also emerged as key contributing factors to teachers’ knowledge. The value o f access to a range of CPD models for teachers is affirmed provided that the quality o f programmes is assured. The research findings suggest that while initial teacher education (ITE) would benefit from further special education input, the contribution o f ITE to teachers’ repertoire of pedagogical knowledge in meeting the needs o f pupils with ASDs should not be underestimated. Significantly the research findings suggest the possibility of incorporating the strategies used in behavioural approaches in naturalistic classroom settings. The findings indicate that it is critical that teachers are in a position to adopt an individualised responsive ASD-pedagogy that incorporates both an understanding of the common pedagogic needs o f all learners and the group-pedagogic needs of learners with ASDs. The research findings further corroborate the fact that the literature to date, has failed to yield definitive conclusions in favour o f a specific intervention model for pupils with ASDs. It is suggested that an alternative approach based on isolating the effective elements o f common and ASD-specific teaching approaches may be more advantageous than pursuing the quest for a specific intervention model

Transforming the Lives of Early Childhood Teachers, Autistic Children and their Families: Findings and Recommendations from an Evaluation of a Programme of Continuing Professional Development

In response to the exponential growth in the prevalence of autism in Ireland and 95% of all children availing of the universal free pre-school scheme, AsIAm delivered a continuing professional development (CPD) programme, to 311 adult learners. The paper reports on a multi-method evaluation of the impact of the programme on early childhood teachers’ capacity to effectively include and support autistic children. The findings underline the importance of government investment in lifelong learning and the potential of a focused CPD programme to transform both participants’ professional lives and the experiences they provide for the children in early learning and care services. Recommendations for future policy development are also suggested