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

Helen Rae, Karen McKenzie, George Murray

Research output: Contribution to journalArticlepeer-review

11 Citations (Scopus)
2 Downloads (Pure)

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.
Original languageEnglish
Pages (from-to)21-30
JournalJournal of Intellectual Disabilities
Volume15
Issue number1
DOIs
Publication statusPublished - Mar 2011

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