Abstract
The principle of educating students with special educational needs in the least restrictive settings renders a rapid growth of the population of students with autism spectrum disorders (ASD) in ordinary schools in the last decade. This change has caused a concern to teachers in ordinary schools. To equip teachers in ordinary schools with the knowledge and skills in dealing with special edu-cational needs, different tiers of professional development programs have been developed. The problem is that these programs are mainly short-term and direct top-down transmission in nature. The lack of opportunity to try out the newly acquired knowledge and skills in real environments cannot give sufficient confi-dence to teachers to work with students with ASD independently. This chapter discusses the effectiveness of a current professional development (PD) program for teachers of students with ASD in Hong Kong SAR. A collaborative mode of PD is recommended that can assist teachers to gain hands-on experience in a field-based training program. Copyright © 2012 the authors.
Original language | English |
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Title of host publication | Future directions for inclusive teacher education: An international perspective |
Editors | Chris FORLIN |
Place of Publication | London |
Publisher | Routledge |
Pages | 151-159 |
ISBN (Electronic) | 9780203113585, 9781136287343 |
ISBN (Print) | 9780415519007, 9780415518994 |
DOIs | |
Publication status | Published - 2012 |
Citation
Ho, F.-c. (2012). Professional development for teachers of students with autism spectrum disorders in Hong Kong. In C. Forlin (Ed.), Future directions for inclusive teacher education: An international perspective (pp.151-159). New York: Routledge.Keywords
- Professional development
- Autism spectrum spectrum disorders
- Collaboration