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Pre‑service teachers’ perspectives on transition to kindergarten practices for autistic children

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Description:

This study examined pre-service teachers’ knowledge of autism spectrum disorder (ASD) and transitions to kindergarten. Findings indicate a lack of knowledge regarding both autism and transition, as well as significant differences in knowledge of autism, wherein those seeking special education certification reported higher levels of knowledge. These results highlight training opportunities for preparing pre-service teachers to better serve young autistic children. (author abstract)

Resource Type:
Reports & Papers
Country:
United States

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