Teachers' Perceptions Regarding the Inclusive Education of Children with ASD (original) (raw)
Related papers
Dialogoi! Theory and Praxis in Education, 2017
The researchers conducted a literature review of teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD). Research was conducted in ERIC, PsychLIT, EBSCO, Medline, and PubMed in order to find the relevant literature, using the following keywords “Teachers”, “Perceptions”, “Attitudes”, “Children with Autism”. From the search, 55 relevant research articles and dissertations were found. Results indicated that the majority of the teachers have limited or inadequate knowledge and basic misconceptions about ASD. They also have negative attitudes on the inclusive education of these students. On the other hand, few teachers have positive attitudes towards the integration of autistic pupils. A sufficient percentage of teachers have different attitudes/views on ASD. Additionally, this review revealed that some teachers hold neutral attitudes on the integration of these pupils. Furthermore, several educators perceive students with autism differently from typical students. This review suggests that teachers should receive more training on autism and the effective educational practices for these students. In this way, they will develop positive attitudes towards autistic children’s educational integration.positive attitudes towards the educational integration of students with autism.
Sabiedrība, integrācija, izglītība, 2020
The objective of the study presented in this article is to reveal supporting factors for primary school teachers in ensuring inclusive education for children with autism spectrum disorders (hereinafter the ASD). Qualitative research was chosen for the study. In the study, the method of a semi-structured written reflection was used. The obtained data was analysed by applying the content analysis method. Qualitative content analysis was carried out in accordance with the inductive, study data based and categories composed logic.16 primary school teachers participated in the study. The study data revealed that the school's inclusive culture and organization of inclusive education by the teacher at the classroom level had a significant importance for ensuring inclusive education for children with ASD. The school's openness to children diversity, implementation and cherishing of inclusive education values, favourable physical and psychosocial environment, ensuring support for learners, their parents, teachers and education support professionals, financial resources which allow for attracting necessary human and material resources, skilled teachers and professionals, the school's collaborating community and the school's collaboration with other institutions to ensure the quality of inclusive education were considered the key factors for the school's inclusive culture. The teacher's positive attitude to all the learners, child-oriented approach, favourable and inclusive educational and social environment created in the classroom, the teacher's close collaboration with learner's parents, other teachers and education support professionals, and continuous improvement of qualification were indicated as factors of the key importance for creation of an inclusive educational environment at the classroom level by teachers.
Are we ready for an inclusive classroom?: school administrators' and teachers' perceptions of autism
Autism is defined as a pervasive developmental disorder which affects a child's communication, social interaction and behaviors. For some individuals oral communication is never established, because they can either not talk or refuse to talk. Education is the only proved way to help individuals with autism to cope with the social world around them; therefore besides their families, there need to be schools, administrators and teachers to help these individuals. The biggest problem about the education of individuals with autism is the lack of awareness in schools and in society at all. This paper includes a research study which investigates elementary school administrators' and teachers' perceptions on children with autism and their ways of handling the problems schooling. Results, based on data collected from one hundred seventeen administrators and teachers, indicate the present situation in the Anatolian side of Istanbul, Turkey. Although administrators and teachers both feel themselves insufficient in teaching and dealing with children with autism, they do not ask for help and in-service training about the issue. They argue that the necessity of extra payment need to be done for them if they include a child with autism in their classes.
British Journal of Special Education , 2022
This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed.
GENERAL EDUCATION TEACHERS' PERCEPTIONS OF STUDENTS WITH AUTISM IN AN INCLUSIVE SETTING
Researchers around the world have identified a significant increase in the prevalence of Autism Spectrum Disorders (ASD) over time within certain populations in many regions of the world, including Nigeria. The increased rate of students with ASD is well documented in the literature. There are numerous students within the ages of 13-18 with ASD in Nigeria, as a result, the general education teachers are required to improve their educational services to the students to enable them to progress academically. This study, therefore, examines the general education teachers' perceptions of students with autism in the Nigerian context. Wilkerson (2012)'s questionnaire on teachers' perception of the students with autism was adopted and adapted for data collection and was administered to 120 secondary education teachers (general education teachers) within Abakaliki metropolis. Collected data were analyzed descriptively. Results indicate that the teachers are receptive to students with autism but have poor perceptions of students with ASD, and therefore, require consistent training/ retraining to be able to cope with the students with ASD in their various classrooms. Implications for teacher certification programs and continued professional development initiatives are presented.
Proceedings of INTCESS 2023- 10th International Conference on Education and Education of Social Sciences
One of the priority goals of future education is inclusive education. When creating inclusive educational environments, it is important to ensure that every child would have the opportunity to receive quality education together with his peers in the local community closest to him, in the educational institution closest to his home. This obliges schools to constantly monitor the quality factors of education and improve their readiness to accept all learners regardless of any individual characteristics, obstacles or arising difficulties, and to strive to ensure the effective education of pupils. Research shows that in many countries, including Lithuania, general education schools experience a number of difficulties in educating children with autism spectrum disorder (hereinafter referred to as ASD). It is appropriate to conduct research on good practices in inclusive education based on the subjective perceptions and attitudes of different participants. The purpose of the study is to r...
This research study aims to explore the social representations that kindergarten and first elementary class teachers have regarding the inclusion of children with Autism Spectrum Disorder (ASD) in the regular classroom. The data collection tool was a questionnaire based on previous research. The results indicate that the teachers of the present study are willing to include students with Autism Spectrum Disorders in their regular class and try to address the related difficulties. The age of the educators and their educational level do not affect their views on the inclusion of children with autism into the regular class. However, their views are influenced by their years of experience, as well as by their previous experience of working with children with autism. - Keywords: Autism Spectrum Disorders, teachers, social representations, inclusion, regular class.
Teachers’ Perceptions of Including Children with Autism in a Preschool
Asian Social Science, 2013
Inclusive education supports the vision of the United Nations (UN) in upholding the fundamental rights of children with special needs towards education. In Malaysia, the Persons with Disabilities Act 2008 recognized the rights of children and persons with disabilities in regards to education. However, the implementation of inclusive education for children with autism in Malaysia has been problematic, especially in preschool. Therefore, this study investigated teachers' perceptions of including children with autism in a mainstream preschool. The objectives of this study were: 1) to determine the attitudes of teachers towards inclusive education 2) to identify the knowledge and skills of pre-school teachers regarding inclusive education 3) to identify the barriers and challenges in implementing inclusive education in pre-school 4) to investigate the reasons behind the non-acceptance of preschool teachers on having children with autism in their classes. Data were collected using a structured interview. Three pre-school teachers in Selangor agreed to participate in this study. The interviews were transcribed text verbatim and information was analyzed by identifying relevant themes. The findings showed that the teachers were not prepared to teach children with autism in their class because they did not know the characteristics of children with autism and did not understand the importance of inclusive education. In conclusion, the practice of inclusive education in pre-school is yet to be implemented successfully due to some constraints experienced by teachers and lack of support in the environment.
Pedagogika
The article presents the results of a qualitative study revealing the challenges faced by primary school teachers in ensuring inclusive education for children with autism spectrum disorders (hereinafter ASD) in mainstream classrooms. Teachers face the following challenges: problem behaviour of children with ASD, difficulty in engaging children with ASD in the classroom community and common activities, difficulties in collaborating with other teachers, education support professionals, and parents.