Recognition and management of Asperger's syndrome: perceptions of primary school teachers

2010 ◽  
Vol 27 (1) ◽  
pp. 6-10
Author(s):  
Vincent Agyapong ◽  
Maria Migone ◽  
Charles Crosson ◽  
Bernadette Mackey
Keyword(s):  
Primary School ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Asperger's Syndrome ◽  
School Principals ◽  
Asperger’S Syndrome ◽  
Behavioural Disorders ◽  
School Teachers ◽  
Primary School Teachers ◽  
Service Training

AbstractBackground: Most children who have Asperger's Syndrome (AS) are not identified until early school age, when social difficulties with other children become evident. Consequently, primary school teachers have an important role to play both in the recognition and management of the condition.Objectives: Our study sought to examine the perception of primary school teachers regarding the recognition and management of AS.Methods: A structured questionnaire on the recognition and management of AS was circulated to all 90 primary school principals in the Fingal County of Dublin for them to copy and distribute to teachers in their schools for completion. Self-addressed envelopes were provided to each principal for the return of completed questionnaires.Results: Three hundred and forty-three completed questionnaires were returned by 54 out of the 90 school principals. Fifty-eight per cent of respondents reported that they had ever taught a child with the condition and 49% reported that recognition and management of emotional and behavioural disorders was covered in their undergraduate training. Some 78.4% said that they would recognise the symptoms of AS in a child, with those who had training on the recognition and management of emotional and behavioural disorders being more likely to report that they would recognise such symptoms while 71.1% said children with AS should be taught in mainstream classes. However, 77.3% did not think mainstream schools are presently adequately resourced to cater for children with AS. Some 96.2% said they would like to receive in-service training from the Child and Adolescent Mental Health Services on the detection and management of children with AS.Conclusion: There is a need for formal in-service training for all primary school teachers in the recognition and management of children with Pervasive Developmental Disorders (PDD). The recognition and management of children with PDD should also be included in the curriculum of all undergraduate teacher training institutions in Ireland.

Perception of Primary School Teachers About Asperger’s Syndrome

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1
Author(s):  
V. Agyapong ◽  
M. Migone ◽  
B. Marckey
Keyword(s):  
Primary School ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Psychiatric Services ◽  
Main Stream ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Principals ◽  
Service Training ◽  
To Receive

Objectives:To assess the knowledge and perception of primary school teachers about Asperger's Syndrome (AS).Methods:Structured questionnaires about AS were posted to 90 primary school principals for them to distribute to teachers in their schools.Results:343 completed questionnaires were returned by 54 principals giving a response rate of 60%. Of these, 49% of the teachers reported that recognition and management of emotional and behavioural disorders was covered in their undergraduate training whilst 58% said they had ever taught a child with AS. 90% said intense absorption in certain subjects was a feature of AS, 84% recognised lack of empathy and poor social interaction whilst 58%, 64% and 69.7% respectively recognised pedantic repetitive speech, clumsy or ill-coordinated movements or odd postures and poor non-verbal communication as features of AS. 71% said children with Asperger's Syndrome should be taught in mainstream classes. However, only 10.5% of the teachers believed that main stream schools in Ireland are adequately resourced to cater for children with AS. 87.2% said they saw the need for a closer collaboration between schools and psychiatric services in the management of children with AS whilst 96.2% said they would like to receive in-service training on the management of children with AS.Conclusion:Most primary school teachers recognise the features of AS and want schools to have greater collaboration with psychiatric services regarding management of AS. An in-service training for teachers on the management of AS might be of benefit to children with AS.

scholarly journals The perceptions and needs of science and primary school teachers about in-service training

2011 ◽  
Vol 15 ◽  
pp. 1102-1109 ◽  
Author(s):  
Tohit Güneş ◽  
Engin Serdar Demir ◽  
Meral Hoplan ◽  
Murat Çelikoğlu ◽  
Oktay Güneş
Keyword(s):  
Primary School ◽  
School Teachers ◽  
Primary School Teachers ◽  
Service Training

scholarly journals Teacher Preparedness and Implementation of the Competency Based Curriculum in Public Pre-Primary Schools in Nairobi City County, Kenya

2021 ◽  
Vol 5 (3) ◽  
pp. 32-53
Author(s):  
Harriet Isaboke ◽  
Maureen Mweru ◽  
Gladwell Wambiri
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Target Population ◽  
Learning Approaches ◽  
School Teachers ◽  
Chi Square ◽  
Head Teachers ◽  
Primary School Teachers ◽  
Service Training ◽  
Competency Based

Globalization and demand for twenty first century skills has led countries to adapt Competency Based Curriculum (CBC). Kenya embarked on curriculum reforms from content based to CBC in 2018. Studies have reported minimal use of CBC teaching-learning approaches in pre-primary schools in Nairobi City County. Teachers are the key implementers of the Curriculum, yet their preparedness to implement the Curriculum in public pre-primary schools remains unknown. Therefore, this study purposed to establish the preparedness of pre-primary school teachers in implementing the CBC in public pre-primary schools in the County. The Concern-Based Adoption Model by Hall, Hord and Rutherford (2006) was used in this study.  The study targeted a population of 900 comprising of 450 pre-primary school teachers, 225 ECD Center Managers and 225 head teachers in all the 225 public pre-primary schools in Nairobi City County. Twenty percent of the target population was sampled to participate in the study; therefore the study had a sample size of 180, which comprised of 45 head teachers, 45 center managers and 90 pre-primary school teachers. A Questionnaire, interview schedules, observation checklist and a document analysis guide were used to collect data. Pilot study was conducted in two public pre-primary schools in the County, validity of the research instruments was determined through expert judgment whereas reliability of the questionnaires was determined through split-half method and a Cronbach’s alpha coefficient of 0.799 was obtained. Qualitative data was analyzed thematically whereas quantitative data was summarized using percentages and frequencies and Chi-square test was used to test the hypotheses. This was facilitated by the Statistical Package for Social Sciences Version 21. Findings showed that majority (65.9%) of the teachers had not received any training on CBC, whereas 34.1% of the teachers were trained. The study established a significant relationship between the teachers’ extent of training in CBC and their ability to implement the curriculum with a significance value of p=0.000<0.05. The study concluded that the teachers were not adequately prepared to implement the Curriculum. Thus, recommended that the Ministry of Education in collaboration with the Nairobi City County Government should adequately create a regular in-service training program to equip teachers with necessary knowledge and skills that will help them implement the curriculum effectively.

scholarly journals The Organizational Slack of Primary Schools Principals in Minia Governorate and its Relation to Teachers' Job Satisfaction

2019 ◽  
Vol 7 (12) ◽  
pp. 440-461
Author(s):  
Dalia Taha Mahmoud Yousef
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Primary Schools ◽  
School Principals ◽  
Organizational Slack ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Principals ◽  
Points Of View ◽  
The Relationship

       The current study aimed to identify the reality of organizational slack among primary school principals and job satisfaction among primary school teachers, Minia Governorate, Egypt; and to monitor the relationship between organizational slack among primary school principals and teachers' job satisfaction. The study utilized the descriptive research methodology relying on a questionnaire as a study tool prepared by the researcher, which was applied to a sample consisted of 531 teachers in the primary schools in Minia Governorate centers. Results of the study revealed that the level of organizational slack among primary school principals from teachers' points of view were moderate in all dimensions of this axis which were as follows: laws and regulations, administrative and technical tasks, the relationship with colleagues and the relationship with students and that the level of job satisfaction among primary school teachers in Minia Governorate centers from teachers' points of view were high in the dimension of the nature of work inside the school; while it was moderate in the dimensions of laws and regulations regulating work and the relationship with principals, in addition it was law in the dimension of salaries, rewards and promotions. Results also indicated that there was a statistically significant relationship at the level of (α ≥0.001) between the organizational slack and job satisfaction dimensions in primary schools in Minia Governorate centers at a moderate level from teachers' points of view.

AN EVALUATION OF TEACHERS' VIEWS OF PRIMARY SCHOOL PRINCIPALS' PRACTICE OF DEMOCRATIC VALUES

2008 ◽  
Vol 36 (4) ◽  
pp. 483-492 ◽  
Author(s):  
Salih Zeki Genç
Keyword(s):  
Primary School ◽  
Educational Level ◽  
School Principals ◽  
Professional Experience ◽  
Democratic Values ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Principals

The purpose of the study was to evaluate teachers’ views about the level of practice of democratic values by primary school principals. Participants were 300 primary school teachers from four different regions of Turkey. The data were collected through a questionnaire, and analyzed by using t test and ANOVA tests. Results indicate that gender, educational level, and membership of a union make a difference in terms of practicing democratic values. Furthermore, some meaningful differences were noted in the subdimension of the questionnaire depending on the teachers' professional experience and on the present number of students as variables.

Making contact – bereavement and Asperger's syndrome

1999 ◽  
Vol 16 (1) ◽  
pp. 29-31 ◽  
Author(s):  
Geoffrey M Marston ◽  
David Clarke
Keyword(s):  
Learning Disability ◽  
Pervasive Developmental Disorders ◽  
Psychiatric Illness ◽  
Developmental Disorders ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Concurrent Assessment

AbstractA case of abnormal bereavement is described in a man with borderline learning disability and Asperger's syndrome. Bereavement issues and concurrent assessment of psychiatric illness in people with pervasive developmental disorders are discussed. Particular reference is made to relevant psychopathology and possible underlying psychodynamic mechanisms.

scholarly journals Cultural leadership behaviors of the primary school principals regarding certain variables

2016 ◽  
Vol 13 (2) ◽  
pp. 2462
Author(s):  
Yasin Hiçyılmaz ◽  
Necla Şahin Fırat
Keyword(s):  
Primary School ◽  
Educational Administration ◽  
Primary Schools ◽  
School Principals ◽  
School Type ◽  
School Teachers ◽  
Significant Discrepancy ◽  
Cultural Leadership ◽  
Primary School Teachers ◽  
Primary School Principals

This study was carried out in order to analyse the primary school teachers’ perception of the cultural leadership behaviours of the primary school principals regarding the personal and vocational qualities of the principals and certain features of the school in which they work, and in order to develop suggestions based on the findings. “The Scale for Cultural Leadership Behaviours of the School Administrators” Yıldırım (2001) was used as data collection tool.  The scale tool used in the study was applied to 859 teachers working in randomly selected 51 primary schools in four central districts (Konak, Buca, Karşıyaka and Bornova) of İzmir-Turkey. Arithmetic average, standard deviation, t- test, ANNOVA and Scheffe Test were made us of in the analysis of the study. These findings were attained in the study: The perceptions of the primary school teachers for the cultural leadership behaviours of the primary school principals are at a good level. The perceptions of the primary school teachers for the school principals’ cultural leadership behaviours indicate significant discrepancy in terms of gender, age, training of educational administration and school type variables. However, the perceptions of the primary school teachers for the school principals’ cultural leadership behaviours indicate no significant discrepancy in terms of vocational seminars or school size.  

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