Autism in Higher Education: dissonance between educators’ perceived knowledge and reported teaching behaviour

von Below, R., Spaeth, E. and Horlin, C. (2021) Autism in Higher Education: dissonance between educators’ perceived knowledge and reported teaching behaviour. International Journal of Inclusive Education, (doi: 10.1080/13603116.2021.1988159) (Early Online Publication)

Abstract

This study explores the autism knowledge and awareness of educators in Higher Education (HE) as well as their attitudes towards accommodating autistic students within their teaching. Semi-structured interviews were used to allow for in-depth investigation of this topic. Thematic analysis uncovered a striking dissonance between educators’ positive attitudes towards accommodating autistic students and their actions in the classroom. A range of additional themes and subthemes interacted with the concept of dissonance. Even though participants self-described as having expert knowledge of autism, an attitude-behaviour gap was evident. Impact on inclusivity for autistic students is discussed, alongside recommended directions for future study and practice.

• Item Type: Articles
• Status: Early Online Publication
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Spaeth, Elliott and Horlin, Dr Chiara
• Authors: von Below, R., Spaeth, E., and Horlin, C.
• College/School: College of Medical Veterinary and Life Sciences > School of Psychology & Neuroscience; College of Science and Engineering > School of Psychology; University Services > Learning and Teaching Services Division
• Journal Name: International Journal of Inclusive Education
• Publisher: Taylor & Francis
• ISSN: 1360-3116
• ISSN (Online): 1464-5173
• Published Online: 22 October 2021
• Copyright Holders: Copyright © 2021The Author(s)
• First Published: First published in International Journal of Inclusive Education 2021
• Publisher Policy: Reproduced under a Creative Commons licence