The Impact of Professional Learning on Secondary Teachers’ Classroom Practices With Students Identified With 2eASD — Julie Delgado
Tuesday, May 21, 2024, 10:45 am – 12:15 pm, Lawrence D. McHugh Hall, Room MCHU 201
Despite a growing awareness of students exhibiting gifts and talents or high potential who are also identified with autism, many educators do not understand how to best support the academic success of this unique population. This group of students is often referred to as 2eASD, having been dually identified as having extraordinary abilities and autism. In this mixed-methods study, teacher perceptions and beliefs about 2eASD students are investigated, as are the ways in which a specific 2eASD professional learning module affected these perceptions, beliefs, and practices in supporting 2eASD students.