Teacher Experience with Autistic Students and the Relationship with Teacher Self-Efficacy
Bibliographic record
Abstract
Autism spectrum disorder (ASD) is a developmental disorder characterized by challenges in social communicative skills and repetitive and restricted behaviours and activities. In recent years there has been an increased integration of autistic students into mainstream classrooms in Canada alongside policy necessitating inclusive teaching practices. Teachers of these inclusive classrooms, however, report being underprepared to address the learning and behavioural needs of autistic students. Many teachers have stated that they are unable to provide effective instruction that benefits all students due to a lack of practical experience teaching autistic students in their teaching program. A teacher’s lack of experience results in an inability to facilitate an effective inclusive classroom environment, which in turn has negative consequences on their self-efficacy and future implementation of inclusive teaching strategies. Low teacher self-efficacy may undermine a teacher’s propensity to provide an inclusive environment, which is further reinforced when they are unable to accommodate autistic students. Recommendations for pre-service and in-service teachers are discussed in consideration of the reciprocal relationship between teacher self-efficacy and the academic outcomes for autistic students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.013 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".