Training and use of ICT by teachers in classrooms with students with autism

Abstract

Teachers' competence in ICT is a necessity, since technologies have spread to all areas of society. In this sense, it is essential that teachers who work with diverse students and, more specifically, those with autism, know this type of digital tools in order to improve the educational and social development of their students. An ad hoc questionnaire, previously validated, was administered to 27 generalist teachers in Florence (Italy), with the aim of finding out their training and experience with ICT, as well as the use they made of them in class and the frequency with which they used them. Descriptive analysis (percentages, mean, mode and standard deviation), nonparametric inferential analysis (Mann-Whitney U test) and effect size were performed (d of Cohen). The teachers stated that they had medium-low training and experience with these resources, using them only "sometimes" mainly to stimulate cognitive, communicative and autonomous development and to perform tasks related to memory, organization and planning. Statistically significant differences in terms of age were observed in the items related to the teacher's knowledge of using specific software and locating specific materials online.