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)

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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
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 (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

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