The impact of training on teacher knowledge about children with an intellectual disability

Rae, Helen, McKenzie, Karen and Murray, George (2011) The impact of training on teacher knowledge about children with an intellectual disability. Journal of Intellectual Disabilities, 15 (1). pp. 21-30. ISSN 1744-6295

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Official URL: http://dx.doi.org/10.1177/1744629511401168

Abstract

The present study examines the impact of a short training session on the knowledge of teaching staff in Scotland about children with an intellectual disability. Despite the majority of participants reporting that they had a child with an intellectual disability in their classroom, the initial level of knowledge concerning intellectual disability was low. This was partly considered to be due to terminology differences that exist between the health and education sectors and a lack of training specific to the needs of children with an intellectual disability. Training was shown to significantly improve the basic knowledge needed to understand intellectual disability immediately after training and at a 1 month follow-up, suggesting that the knowledge gains would be sustained in the longer term.

Item Type: Article
Uncontrolled Keywords: intellectual disability, teacher knowledge, training
Subjects: C800 Psychology
Department: Faculties > Health and Life Sciences > School of Life Sciences > Psychology
Depositing User: Karen Mckenzie
Date Deposited: 13 Nov 2014 08:18
Last Modified: 22 Oct 2017 23:44
URI: http://nrl.northumbria.ac.uk/id/eprint/18090

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