Early Years Practitioners' Knowledge of Early Signs of Autism in England

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  • Author(s): MacLeod, Jessica; Perepa, Prithvi
  • Language:
    English
  • Source:
    Support for Learning. May 2020 35(2):192-204.
  • Publication Date:
    2020
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: [email protected]; Web site: http://www.wiley.com/WileyCDA
    • Peer Reviewed:
      Y
    • Source:
      13
    • Education Level:
      Early Childhood Education
    • Subject Terms:
      Foreign Countries; Autism; Pervasive Developmental Disorders; Early Childhood Teachers; Teacher Characteristics; Disability Identification
    • Subject Terms:
      United Kingdom (England)
    • Accession Number:
      10.1111/1467-9604.12299
    • ISSN:
      0268-2141
    • Abstract:
      This research explores early years practitioners' knowledge and ability to recognise the signs of autism and provide appropriate support. It was carried out using semi-structured interviews with six UK-based early years practitioners who have worked with children with autism. The findings highlighted that early years practitioners are aware of autism but have a limited understanding of the early signs of the condition. Furthermore, there are inconsistencies in training and collaboration in early years settings. All these factors influence whether the practitioners are able to recognise the early signs of autism and provide appropriate support. This study highlights the need to address the issue of training provided to early years practitioners.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1254490