Perceptions of General and Special Educators About Inclusion to Students with Autisμ Ιν Schools of General Education (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.
Teachers' Perceptions Regarding the Inclusive Education of Children with ASD
International Journal of All Research Education and Scientific Methods (IJARESM), 2023
The purpose of this research work was the study and investigation the perceptions of general education teachers in Greek primary education regarding the inclusion of children with autism spectrum disorder in the general school context, as well as their knowledge about this disorder. A total of 60 general education teachers participated in the survey. The research tool used was the questionnaire and knowledge were measured by closed-ended questions, which would have a 5-point Likert format (1 = "agree" to 5 = "disagree"). In the present research, a) teachers' perceptions of inclusive education for autistic children in general education classes were studied and b) the relationships between individual and demographic teacher characteristics. and their perceptions of inclusion. An important finding of the statistical analysis of the results was that teachers were generally found to have a relatively moderate level of knowledge, as assessed by a 48-question questionnaire. In addition, it was found that gender, educational level, and participation in autism education programs did not appear to significantly influence teachers' scores on this questionnaire.
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.
Inclusion of Students with autism in the early school in Brazil
The objective of this research is to investigate the teacher´s perception of the inclusion process of their students with Autistic Spectrum Disorder – ASD – in the early school years, in the south of Brazil. A semi-structured interview about this process was used, which covered four dimensions: Presence, Participation, Acceptance and Learning. The Presence investigates if the educational practices with this student happen jointly or independently from his/hers classmates; the Participation aims to detect if the student is engaged in joint activities with classmates and teachers, providing data about the quality of the educational experiences. The Acceptance analyses the perception and posture of the classmates, teachers and the school members towards the student with autism, and lastly, the Learning heads to the academic, emotional and social earnings. Preliminary results regarding the interview of one of the teachers showed that the teacher: a) Recognizes the relevance of the socia...
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.
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.
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.
2012
This study examines the views of students with autism and intellectual disabilities regarding their school experience and their peers. This research is a qualitative study. A semi structured interview technique was used which was developed by the researcher. The participants were 10 students with intellectual disabilities, 10 students with autism, attending the 4 th , 5 th , 6 th grades of a primary school. Results showed that academically, students with intellectual disabilities had difficulties especially on math and science and they need to be supported and students with autism have difficulties on problem solving, reading and idioms. The students with disabilities are usually alone and not being chosen as a partner in play groups and also labeled as “problem child” however they reported still like their school.
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.
Challenges of inclusive education implemented for students with autism spectrum disorder (Atena Editora), 2024
En el trastorno del espectro autista se afectan funciones cognitivas como la comunicación e interacción social, además de presentarse patrones restrictivos y repetitivos de comportamiento. La prevalencia de esta patología ha aumentado en las últimas décadas y por lo tanto también el número de alumnos que se agregan a la educación general. El objetivo de la investigación fue determinar los desafíos que se presentan ante la implementación de la educación inclusiva en personas con trastorno del espectro autista. Se realizó una revisión bibliográfica en la que se tomó en cuenta artículos originales publicados desde el año 2019 y que se enfocaron en la percepción de los docentes. Se concluyó que la deficiente preparación de los sistemas formativos y del personal docente son las principales barreras que se enfrenta en las aulas de clases.