Attitudes of early childhood educators to deal with emotional crisis situations of children with autism
DOI:
https://doi.org/10.31637/epsir-2024-719Keywords:
Autism Spectrum Disorder (ASD), teacher training, emotional crises, educational strategies, educational inclusion, professional development, teaching collaboration, specialized supportAbstract
Introduction: The lack of knowledge and methodological strategies to address emotional crises in children with Autism Spectrum Disorder (ASD) is a problem identified by educators in educational centers. This study has two main objectives: to identify the attitudes of early childhood educators regarding their training to manage emotional crises in children with ASD and to determine the specific areas in which they perceive strengths or weaknesses in their preparation. Methodology: The research was quantitative and exploratory, with a non-probabilistic sample of 40 early childhood educators from the metropolitan region who work or have worked with children diagnosed with autism. Results: Early childhood educators feel an urgent need to improve their training and support in the management of children with ASD along with the need for specific tools for learning and managing emotional crises in these children. Discussions: 95% want advice from experts and 85% collaborate with other teachers. These figures reveal deficiencies in their initial training and access to specialized resources. Conclusions: It is crucial that educational institutions implement professional development programs and provide adequate resources to improve the preparation and continuous support of educators.
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