Early years practitioners' knowledge of early signs of autism in England. Issue 2 (24th May 2020)

• Record Type: Journal Article
• Authors: MacLeod, Jessica; Perepa, Prithvi
• Is Part Of: Support for learning. Volume 35:Issue 2(2020:May)
• Page Start: 192
• Page End: 204
• Publication Date: 2020-05-24
• Subjects: autism -- early years practitioner -- perceptions -- training -- collaboration; Remedial teaching -- Periodicals; 371.9
• DOI: 10.1111/1467-9604.12299
• Languages: English
• ISSNs: 0268-2141

Abstract

Abstract : This research explores early years practitioners' knowledge and ability to recognise the signs of autism and provide appropriate support. It was carried out using semi‐structured interviews with six UK‐based early years practitioners who have worked with children with autism. The findings highlighted that early years practitioners are aware of autism but have a limited understanding of the early signs of the condition. Furthermore, there are inconsistencies in training and collaboration in early years settings. All these factors influence whether the practitioners are able to recognise the early signs of autism and provide appropriate support. This study highlights the need to address the issue of training provided to early years practitioners.