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<p>Quality inclusion of autistic learners in early childhood (EC) education is predicated on educators acquiring and maintaining relevant attitudes, knowledge, and skills. In-service professional learning and development (PLD) is well-recognised for its role in facilitating educator competencies and learner outcomes. Currently, there is little research addressing the PLD of educators supporting children with additional learning needs in inclusive EC education. This qualitative study explores the autism-focused professional learning interests and aspirations of educators working in inclusive EC settings in Aotearoa New Zealand. Data from 69 educators, collected via open-ended, online survey questions, were analysed using reflexive thematic analysis. This resulted in five interconnected themes, providing insight into educators’ PLD needs, priorities, attitudes, and knowledge. Findings highlight the importance of autism-focused coursework and skill-development in both pre-service and in-service training. Limitations and implications for education research, policy, and practice are discussed.</p>

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Towards Quality Inclusion: Exploring the Autism-Focused Professional Learning Needs of Educators Working in Inclusive Early Childhood Settings in Aotearoa New Zealand

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年9月19日

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  • Kate Griffin,
  • Carla Wallace-Watkin,
  • Jessica Tupou

摘要

Quality inclusion of autistic learners in early childhood (EC) education is predicated on educators acquiring and maintaining relevant attitudes, knowledge, and skills. In-service professional learning and development (PLD) is well-recognised for its role in facilitating educator competencies and learner outcomes. Currently, there is little research addressing the PLD of educators supporting children with additional learning needs in inclusive EC education. This qualitative study explores the autism-focused professional learning interests and aspirations of educators working in inclusive EC settings in Aotearoa New Zealand. Data from 69 educators, collected via open-ended, online survey questions, were analysed using reflexive thematic analysis. This resulted in five interconnected themes, providing insight into educators’ PLD needs, priorities, attitudes, and knowledge. Findings highlight the importance of autism-focused coursework and skill-development in both pre-service and in-service training. Limitations and implications for education research, policy, and practice are discussed.