Support, Inclusion, and Special Education Teachers? Attitudes toward the Education of Students with Autism Spectrum Disorders
Authors: Rodriguez I, Saldana D, Moreno F
Year: 2012
Source: Autism Research and Treatment 2012:8 pages.
Abstract: This study is aimed at assessing special education teachers' attitudes toward teaching pupils with autism spectrum disorders (ASDs) and at determining the role of variables associated with a positive attitude towards the children and their education. Sixty-nine special education teachers were interviewed. The interview included two multiple-choice Likert-type questionnaires, one about teachers? attitude, and another about teachers? perceived needs in relation to the specific education of the pupil with ASD. The study shows a positive view of teachers? expectations regarding the education of pupils with ASD. A direct logistic regression analysis was performed testing for experience with the child, school relationship with an ASD network and type of school (mainstream or special) as potential predictors. Although all three variables are useful in predicting special education teachers' attitudes, the most relevant was the relationship with an ASD network. Need for information and social support are the relatively highest needs expressed by teachers. Abstract originally from the Hindawi Publishing Corporation. Reprinted with permission under a Creative Commons Attribution license.
Institution: ireyes@us.es. Departamento de Psicologia Evolutiva y de la Educacion, Facultad de Psicologia, C/Camilo Jose Cela, s/n, 41018 Sevilla
Language: English
Subject headings: Autism, Special education, Students, Teachers
Geographic areas: Europe, Spain