Autism Teachers' Perceptions of Students' Behaviors and Different Education Techniques, in the UAE (original) (raw)
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In this study, the purpose was to examine Kuwaiti special education teachers’ attitudes toward autistic students in the Autism School in Kuwait. This research study is divided into two parts: Introduction (the problem statement, the purpose statement, the research questions, definition of terms), and Procedures (using a case study in research, the role of the researcher, data collection procedures, methods for verification, outcome of the study and relation to theory and the literature). The researcher analyzed data from interviews of two special education teachers who work in the Autism School in Kuwait.
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.
Teaching Approach for Autism Students: A Case in Malaysia
Procedia - Social and Behavioral Sciences, 2013
ABSTRACT Children with Autism are isolated in their own nature, not because they are visually or hearing impaired but because of the difficulty of understanding what is happening around them. Pupils’ background of Autism disorders as expressed in terms of delayed language development, communication, social interaction and behavior have created problems for teachers when implementing the teaching and learning process in the classroom. This paper presents the findings of a case study conducted in Malaysia to identify teaching approaches applied by the teachers during the process of teaching pupils with Autism. This study was carried out by interviews with two teachers who teach Autism students in Special Education classes and a teacher who teaches Autism students in an Inclusive classroom. All respondents were selected based on criteria of already having more than five years teaching experience and a history of outstanding teacher awards over their service. Verbatim interview data are further supported by the observation data and document analysis. This study has demonstrated impressive results in which teachers are always trying to reach out and attract the attention of students with autism to focus on the classroom teaching by using the elements of love and profound concern. The study also found that patience was apparent in the teachers and exhibited at a high level on a continuous basis during teaching sessions; this was seen to alter some Autism students’ negative behavior to a more positive behavior.
Research on Preschool and Primary Education
Autism is a well-known phenomenon in students and it will impact the teaching and learning process. This study aims to investigate the correlation between teachers’ awareness of autism and classroom practices in secondary schools in Lahore. The study is carried out by following the quantitative method using a descriptive and inferential approach to discover and report the relationship between autism and classroom practices. 300 teachers from government and private secondary schools in Lahore responded to the questionnaire (Appendix 1). The questionnaire was consisted of 40 items covering teachers’ knowledge regarding autism and their classroom practices. Statistical package for social sciences (SPSS) software was used for the calculations and analyzing the correlation. The results showed a moderately positive relationship between teachers’ perception regarding autism and their classroom practices in secondary schools. This means that as the perception of the teachers moderately incr...
Journal of Education and Practice, 2020
The present study aimed to explore the attitudes of special education teachers in Jordanian private schools towards the inclusion of autistic children in these schools. The researcher adopted a descriptive analytical approach. He selected a random sample that consists from 70 female and male special education teachers. Those teachers were selected from 14 private schools located in Amman, Jordan. Questionnaire forms were distributed to those teachers by hand. All the distributed forms were retrieved and deemed valid for analysis. To analyse data, the SPSS software and descriptive statistical methods were used. Several results were reached. For instance, special education teachers in Jordanian private schools have negative attitudes towards the inclusion of autistic children in these schools. In addition, such inclusion shall not encourage autistic children to engage in group games with their normal peers. It shall not improve the social, academic and adaptive skills of those students nor their capability to face challenges independently. Jordanian private schools have many resources and adequate funds for supporting such inclusion.
All special needs teachers want their children to be accepted by their peers have friends and lead “regular” lives. Inclusive settings can make this vision a reality for many children with disabilities. So that we conducted this study to know the influences of some variables on attitudes of special education teachers towards educating students with autism in regular settings. The researchers used descriptive statistic methods. Questioner technique is used as method of data collection. Study group included 150 special education teachers from Abu Areech Learning administration, 70 teachers were selected randomly as sample. The data was analyzed by using SPSS program. The results are as following: There are no significant differences in attitudes of special education teachers towards inclusive settings according to interaction with disabled, there are no significant differences in attitudes of special education teachers towards inclusive settings according to the class size. There are significant differences in attitudes of special education teachers towards inclusive settings according to the training courses and there are significant in attitudes of special education teachers towards inclusive settings according to the qualification.
Improvement of Teaching Effectiveness for Autism Children
International Journal of Advances in Social Sciences and Humanities
Autism is a developmental disorder that affects communication and interaction ability negatively. There has been an increase in its prevalence in current statistics. Consequently, NASOM teachers have also increased the need to teach children with autism. The purpose of this study is to investigate how autism teachers in NASOM can improve their education strategies in terms of knowledge, formation, and competences. The study's location is in Malaysia. The research data were obtained by means of the questionnaire quantitatively. 55 teacher interviews who teach autistic children in NASOM received the questionnaires. Issues were divided into sections like knowledge and competence. They showed, however, an interest in taking advanced courses to increase their skills strategies for autistic children. There is thus a need to improve training of trainers (ToT) and the module by adding more autism components. NASOM teachers also had to be given access to autism training because autism le...
Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research Policy Paper Series, 2024
According to the World Health Organization, autism is one of the most common disabilities in the world. The number of children with a diagnosis of autism continues to rise globally, including in the United Arab Emirates (UAE). Research has established that appropriate educational provision is one of the best ways to support children and young people on the autism spectrum, and that teacher attitudes have a significant influence on the inclusion of these students in school. However, very little research has been undertaken in the UAE. To address this gap, this study was conducted in Ras Al Khaimah to understand the current knowledge and attitudes of teachers toward students on the autism spectrum. Using an online questionnaire, thirty-nine responses were collected from Ras Al Khaimah teachers. The results show that teachers have a mixed knowledge of autism; they demonstrate a good understanding of autism in some areas but also lack information or knowledge in others. Similarly, while they are in favor of inclusive education as a concept, they also expressed concerns about including students who may need additional support because of their communication or behavioral differences. Based on the research findings, this paper recommends steps that can be taken to increase inclusive educational practices for students on the autism spectrum in the emirate.
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.
Challenges Malaysian teachers face in the inclusion of autistic students in the normal classroom
2016
As every student has equal right for being educated in the mainstream classroom settings, inclusive education has been introduced in public schools all around the globe. Lack of professional skill and knowledge was one of the barriers faced by teachers as reported in the literatures (Sharma, Moore & Sonawane, 2009; ul Hassan, Parveen & Riffat-un- Nisa, 2010; Wehbi, 2006; Fakolade & Adeniyi, 2009; Agbeneyga, 2007, as cited in Ballhysa & Flagler, 2011). The aim of this study is to explore the challenges that Malaysian teachers faced when having autistic students in the inclusive program. The present study employed a qualitative research method with case study design through face-to-face interviews with five general classroom teachers from a secondary school in Kuala Lumpur. A self-developed instrument with 11 interview questions was used as an interview guide. Six major themes were found through thematic analysis: student’s behavioral problem, student’s cognitive problem, and environm...