scholarly journals Teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD): A literature review

2017 ◽  
Vol 3 ◽  
pp. 35 ◽  
Author(s):  
Christina Kofidou ◽  
Constantinos Mantzikos ◽  
Georgia Chatzitheodorou ◽  
Nicholas Kyparissos ◽  
Athina Karali
Keyword(s):  
Autism Spectrum Disorders ◽  
Literature Review ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Teachers Perceptions ◽  
Perceptions And Attitudes ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Education Of Students

Οι ερευνητές πραγματοποίησαν μια ανασκόπηση της βιβλιογραφίας για τις αντιλήψεις και στάσεις των εκπαιδευτικών για την ένταξη των μαθητών/ριών με Διαταραχές Αυτιστικού Φάσματος (ΔΑΦ). Για να βρουν τις σχετικές με το θέμα έρευνες διεξήγαγαν αναζήτηση στις βάσεις δεδομένων ERIC, PsychLIT, EBSCO, Medline, και PubMed με τις λέξεις-κλειδιά «Εκπαιδευτικοί», «Αντιλήψεις», «Στάσεις», και «Παιδιά με Αυτισμό». Από την αναζήτηση βρέθηκαν 55 ερευνητικά άρθρα, μεταπτυχιακές και διδακτορικές διατριβές σχετικά με το θέμα τους. Τα αποτελέσματα έδειξαν ότι η πλειοψηφία των εκπαιδευτικών έχει περιορισμένη ή ανεπαρκή γνώση και βασικές παρανοήσεις σχετικά με τις Διαταραχές Αυτιστικού Φάσματος. Επίσης, οι εκπαιδευτικοί είχαν αρνητικές στάσεις απέναντι στην ένταξη των μαθητών/ριών με αυτισμό. Από την άλλη πλευρά, λιγότεροι/ες εκπαιδευτικοί φάνηκε ότι έχουν θετικές στάσεις στην ένταξη αυτών των μαθητών/ριών. Ένα μεγάλο ποσοστό των εκπαιδευτικών φάνηκε να έχει διαφορετικές στάσεις/απόψεις για τον αυτισμό. Επιπλέον, η ανασκόπηση έδειξε ότι μερικοί/ές εκπαιδευτικοί τείνουν να έχουν ουδέτερες στάσεις προς την ένταξη αυτής της ομάδας μαθητών/ριών. Επιπλέον, αρκετοί/ές εκπαιδευτικοί αντιλαμβάνονται τους/τις μαθητές/ριες με αυτισμό διαφορετικά από τους/τις τυπικά αναπτυσσόμενους/ες μαθητές/τριες. Η έρευνα αυτή υποδεικνύει ότι οι εκπαιδευτικοί πρέπει να λάβουν περισσότερη κατάρτιση για τον αυτισμό και τις αποτελεσματικές εκπαιδευτικές πρακτικές για αυτούς/ές τους/τις μαθητές/ριες. Με αυτόν τον τρόπο, οι ίδιοι/ες θα αναπτύξουν θετικές στάσεις προς την εκπαιδευτική ένταξη αυτών των μαθητών/ριών.

scholarly journals Students With ASD in Mainstream Primary Education Settings: Teachers' Experiences in Western Australian Classrooms

2012 ◽  
Vol 36 (2) ◽  
pp. 97-111 ◽  
Author(s):  
Rebecca Soto-Chodiman ◽  
Julie Ann Pooley ◽  
Lynne Cohen ◽  
Myra Frances Taylor
Keyword(s):  
Autism Spectrum Disorders ◽  
Inclusive Education ◽  
Primary Education ◽  
Autism Spectrum ◽  
Teachers Experiences ◽  
Semistructured Interviews ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Mainstream Classroom ◽  
Western Australian

The shift to inclusive education within Australia has resulted in increasing numbers of students with autism spectrum disorders (ASD) being placed in mainstream educational settings. This move has created new demands on teachers who are not necessarily trained to meet the challenge. Therefore, the present study aimed to develop an understanding of how 12 Western Australian primary school (K–7) teachers adapted to the challenge of having a student with ASD in their mainstream classroom. Using an interpretivist framework, data from semistructured interviews revealed that teachers perceived a need to first recognise and accept the challenges associated with having a student with ASD in their mainstream classroom before they could move to accessing avenues of support. The implications of this finding are discussed.

scholarly journals Support, Inclusion, and Special Education Teachers’ Attitudes toward the Education of Students with Autism Spectrum Disorders

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Isabel R. Rodríguez ◽  
David Saldaña ◽  
F. Javier Moreno
Keyword(s):  
Special Education ◽  
Autism Spectrum Disorders ◽  
Special Education Teachers ◽  
Autism Spectrum ◽  
Perceived Needs ◽  
Attitudes Toward Teaching ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Teachers Attitudes ◽  
Education Of Students

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.

scholarly journals Training, Inclusion, and Behaviour: Effect on Student–Teacher and Student–SEA Relationships for Students with Autism Spectrum Disorders

2012 ◽  
Vol 22 (2) ◽  
Author(s):  
Jacqueline A Brown ◽  
Kent McIntosh
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Inclusive Education ◽  
Student Teacher ◽  
Rating Scales ◽  
Autism Spectrum ◽  
Problem Behaviour ◽  
Student Teacher Relationship ◽  
Students With Autism ◽  
Spectrum Disorders

Little is known about factors that affect teacher and special educational assistants’ (SEA) relationships with students with Autism Spectrum Disorders (ASD). In this study, participants were 15 students with ASD receiving inclusive education in Kindergarten through Grade 3, their classroom teachers, and SEAs. Teachers and SEAs completed rating scales assessing problem behaviour and the quality of student–teacher and student–SEA relationships. Results showed that the level of problem behaviour and percent of time receiving the general education curriculum (i.e., not a modified curriculum) significantly predicted the student–teacher relationship, but not the student–SEA relationship. Training in ASD did not significantly predict the student–teacher or student–SEA relationship.

TOWARDS INCLUSIVE EDUCATION FOR YOUNG STUDENTS WITH AUTISM SPECTRUM DISORDERS IN MAINSTREAM SCHOOLS

2021 ◽  
Author(s):  
Гульнара Ринатовна Линкер ◽  
Владимир Александрович Ендовицкий
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Educational Setting ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Young Students

В статье представлено изучение опыта организации обучения младших школьников с расстройством аутистического спектра в общеобразовательной школе в условиях инклюзивного образования. The article presents reviewing the experience of organizing the education of young students with autism spectrum disorders in general education schools in an inclusive educational setting.

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