Kofidou, Ch., Mantzikos, C., Chatzitheodorou, G., Kyparissos, N., & Karali, A. (2017). Teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD): A literature review. Dialogoi! Theory and Praxis in Education, 3, pp. 35-68 (original) (raw)
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Saudi Journal of Humanities and Social Sciences
Background: Autism is a neurodevelopmental disorder that affects communication, behavior, and social interaction. Autism"s estimated prevalence among children was about a 15% percent increase in incidence .Positive teacher attitudes are a vital indicator of the successful education of autistic children. The current study aimed to assess the knowledge and opinions of elementary school teachers toward integrating autistic children in their regular classrooms. Methodology: a descriptive cross-sectional correlational survey research design was used to include 79 elementary school teachers recruited conveniently from two schools located in Jeddah, Saudi Arabia. Two reliable and valid tools were used including autism knowledge and opinion scale in addition to behavioral strategies used by the teachers when they are handling autistic children. Findings: The mean age of respondents were 29.2 years, 86.1% having a bachelor's degree, and only 41.8% having training and experience with ASD. Most respondents 82, 3% had poor knowledge, compared with only 2.5% had good knowledge. Only 40.5% had positive opinions about ASD integration. Additionally, there is no significant association between the demographic background of the respondents, their knowledge and opinions except for their teaching experiences at P≥0.05. Conclusion: The present study concluded and highlighted the inadequate knowledge level of ASD and unfavorable opinions of teachers toward integrating autistic children due to lack of training and attending workshops to improve their qualifications. Therefore, more efforts are required to further enhance the understanding of autism among all teachers who handling those students who are urgently needed.
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.
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.
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.
Review Journal of Autism and Developmental Disorders, 2022
Educator attitudes towards inclusive education impact its success. Attitudes differ depending on the SEN cohort, and so the current systematic review is the first to focus solely on students with autism spectrum disorders (ASD). Seven databases searched yielded 13 relevant articles. The majority reported positive educator attitudes towards ASD inclusion but with considerable variety in the measures used. There were mixed findings regarding the impact of training and experience on attitudes but, where measured, higher self-efficacy was related to positive attitudes. In summary, educator ASD inclusion attitudes are generally positive but we highlight the need to move towards more homogeneous attitudinal measures. Further research is needed to aggregate data on attitudes towards SEN cohorts other than those with ASD.
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.
2014
This research focused on developing, implementing and evaluating a set of guidelines for key personnel who work with children with autism with the aim of successfully integrating children with autism into inclusive classes. An examination of the international literature indicated that the collaboration of key personnel is the main influence on the scholastic achievement of children with autism. The key personnel identified in the literature include teachers, paraprofessionals, parents, school principals and peer tutors, all of whom contribute to the process of integrating children with autism into inclusive classes. However, in Thailand there is limited information to assist these key personnel in this task. The purpose of the research study was to develop a set of guidelines for assisting children with autism in Thailand and refine them using an iterative process. The guidelines specifically aimed to provide knowledge and strategies to support key personnel to integrate children with autism into regular classes. In order to provide a suitable context, the guidelines were implemented in an inclusive school in Thailand. The three research questions the researcher sought to answer in this study were: i) what strategies should be included in the guidelines to assist key personnel to integrate children with autism into inclusive classrooms? ii) how effective are the guidelines in supporting key personnel to integrate children with autism into inclusive classes? and iii) how effective are the strategies used in the guidelines in developing behaviours that help children with autism to integrate into inclusive classes? A qualitative case study approach was selected to gain an in-depth understanding of the use and effectiveness of the guidelines. Nine children with high functioning autism were chosen for this study: three of kindergarten age, three of primary school age and three of secondary school age. Five key personnel for each child, including teachers, peer tutors, paraprofessionals, parents and school principals were asked to trial the guidelines. The opinion of five selected experienced Thai people involved with children with autism was also sought in order to determine the content validity of the study. The effectiveness of the guidelines was evaluated using triangulation of data including: classroom observations, semi-structured interviews and focus groups. The Deming cycle PDCA model was used to organize the process of implementation and development. Page 2.2.5 Children with autism 1) Diagnosis and terminology 2) Prevalence 2.2.6 Inclusive education 1) Definitions and principles 2) The Thai situation 2.3 Part II: Overview of research involving key personnel 2.3.1 The peer tutors 2.3.2 The paraprofessionals 2.3.3 The teachers 2.3.4 The parents 2.3.5 The school principals 2.4 Part III: Overview of strategies for teaching children with autism 2.4.1 Social stories 2.4.2 Visual schedules and visual supports 2.4.3 Working with peers, peer support systems, peer interaction 2.4.4 Reinforcement: reward systems 2.4.5 Multidisciplinary therapy and sensory integration 2.5 Chapter summary
Students with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and Solutions
Ihlara Eğitim Araştırmaları Dergisi, 2021
It is well-known fact that education students with Autism Spectrum Conditions (ASC) receive in general classroom plays a great role in their behaviors to develop positively. However, including students with ASC in inclusive education is controversial issue in educational setting. This is because the continuum of including students with ASC in inclusive education is one of the most complicated areas of education. For this reason, this study is aimed to contribute to all stakeholders working with ASC in inclusive setting by explaining barriers and offering solutions about successful inclusion of these students. In accordance with this purpose, studies in the literature were reviewed in depth. As the result of the research findings, there are several factors of inclusion which are essential to access fully inclusive education for students with ASC in general classroom. According to literature, general well-being of students with ASC, school staffs, family involvement, typically develop...
Autism Research and Treatment, 2012
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.