Abstract
Students with autism spectrum disorder (ASD) often require specialised support. This highlights the need for the provision of high-quality professional development to improve teachers' skills to support these students. There is a dearth of literature investigating the types, duration, and quality of professional development that influence teacher practices with students with ASD in the Chinese context. This chapter aims to fill the gap and explore the professional development needs of special education teachers teaching students with ASD in Western China. The results of the study conducted by the authors indicated that teachers in Western China had a strong desire to participate in autism-specific professional development, but it was rarely available and/or did not meet their needs. The chapter concludes with implications and directions for future teacher professional development in special education.
TopIntroduction
Autism spectrum disorder (ASD) is a complex and lifelong neurodevelopmental disability, characterised by persistent impairments in social communication and interaction and restricted or/and repetitive patterns of behaviours, interests, or activities, according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR™) (American Psychological Association [APA], 2022). Because of these unique characteristics, individuals with ASD often have difficulties in social interactions and engagement and engage in challenging behaviours (APA, 2022; Hattier et al., 2011; Newcomb & Hagopian, 2018). Hattier et al. (2011) indicated that approximately 94% of children with ASD demonstrated at least one type of challenging behaviours.
Challenging Behaviours
Challenging behaviours are socially inappropriate behaviours that may negatively influence individuals with ASD and other people’s health, well-being, and safety (Esteves et al., 2021). Externalising behaviours (e.g., aggressive behaviours, non-compliance, and disruptions) and internalising behaviours (e.g., self-injurious behaviours) are two main categories of challenging behaviours (Kaat & Lecavalier, 2013; Newcomb & Hagopian, 2018). Esteves et al. (2021) stressed that students with ASD with challenging behaviours are less likely to be engaged in education. This highlights the need for teachers to implement effective teaching strategies to ensure that all students, including students with ASD with behavioural problems, can receive an appropriate education.
In recent years, under the government initiatives of inclusive education, more and more children with ASD, including those with low-functioning ASD, worldwide have engaged in school education (Gargiulo & Metcalf, 2017). Also, according to the United Nations Conventions on the Rights of Persons with Disabilities (UNCRPD), individuals with disabilities must have equal opportunities to receive an appropriate and quality education (United Nations Division for Social Policy and Development Disability [UNDSPDD], 2006). Thus, providing reasonable accommodations and adjustments for all students are the leading educational practices to promote inclusion. However, although improving student access to inclusive education has been emphasised in international and national policies, many schools still experience difficulties providing quality education for students with disabilities, especially students with ASD (Cooc, 2019; Han & Cumming, 2022).
A shortage of special education teachers and mainstream teachers who lack sufficient knowledge in special and inclusive education are two significant issues that lead to low-quality educational provisions for students with disabilities, especially students with ASD. Rae et al. (2010) stressed that teachers’ beliefs about the education of students with disabilities were attributed to the types and severities of disabilities; thus, teachers often had unfavourable beliefs toward students with severe developmental or behavioural disorders, such as ASD. Indeed, many studies showed that teachers often felt ill-prepared to teach students with ASD due to a lack of knowledge and training about autism (Bellini et al., 2016; Hyman & Levy, 2013; Low et al., 2020; Morrier et al., 2011).
Key Terms in this Chapter
Professional Development: Refers to the training given to managers and people working in professions to increase their knowledge and skills.
National Teacher Training Plan Program (NTTP): Refers to a series of national teacher training programs organised by the Chinese Government. NTTP aims to provide in-depth training of teachers, principals and trainers in rural primary and secondary schools and kindergartens in the less developed areas in Central and Western China.
Challenging Behaviours: Socially inappropriate behaviours that may negatively influence individuals with ASD and other people’s health, well-being, and safety.
Low-functioning Autism Spectrum Disorder: Refers to the severity of autism, especially in difficulties in social communication and interaction and showing challenging behaviours.
Autism Spectrum Disorder (ASD): A complex neurodevelopmental disability characterised by persistent impairments in social communication and interaction and restricted or/and repetitive patterns of behaviours, interests, or activities.
Western China: Refers to the west part of China, including six provinces (Gansu, Guizhou, Qinghai, Shaanxi, Sichuan, and Yunnan), five autonomous regions (Guangxi, Inner Mongolia, Ningxia, Tibet, and Xinjiang), and one municipality (Chongqing).
Evidence-based Practices (EBPs): Refer to effective instructional or intervention strategies supported by high-quality research to promote students’ academic learning, social participation, and behavioural outcomes.