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To identify target areas for professional development, this mixed-methods study examined general education teachers’ perceptions of autism and pedagogical practices in early elementary classrooms in the United States.
- Mainstream Preschool Teachers’ Skills at Identifying and ...
Schools are now considered to play a vital role in the...
- Mainstream Preschool Teachers’ Skills at Identifying and ...
Feb 27, 2021 · Previous studies have explored the attitudes of teachers towards inclusion, but less is known about the experiences of teachers from contrasting school settings regarding autistic pupils. Semi-structured interviews were conducted with twelve teachers from mainstream and special schools.
- Anna Cook, Jane Ogden
- 2021
Dec 28, 2023 · Nowadays, autistic students are often enrolled in mainstream schools. To successfully include autistic students in general education, teachers need to possess knowledge about autism, feel competent in teaching autistic students, and have a positive attitude toward their inclusion.
Jun 16, 2020 · Schools are now considered to play a vital role in the identification and management of children’s mental health, yet few studies have examined preschool teachers’ ability to identify children with symptoms of autism spectrum disorder (ASD).
- Sahar Mohammed Taresh, Nor Aniza Ahmad, Samsilah Roslan, Aini Marina Ma'rof, Sumaia Mohammed Zaid
- 2020
- Study Characteristics
- Attitude Measures
- Attitudes of Educators: Educational Placement
- Attitudes of Educators: Attitude Scales
- Factors Influencing Attitudes
- Experience and Training
- Personal Factors
- Perceived Needs
- Student Skills
- Potential Bias
A total of 3247 educators participated across the 13 identified studies. The sample sizes ranged from 72 to 863 and included general education (both primary and post primary), special education and physical education teachers, principals and instructors. Five studies did not present data on gender (Agyapong et al., 2010; Horrocks et al., 2008; McGr...
There was considerable diversity in the scales used to measure the attitudes of participants, with six established scales in total and only one scale (the Autism Attitude Scale for Teachers; Olley et al., 1981) used more than once. Other studies used the Teacher’s Beliefs and Intentions towards Teaching Students with Disabilities (Jeong & Block, 20...
Not surprisingly, given the heterogeneity of measures, the attitudes of educators were presented in a number of different ways. This made synthesis of results particularly difficult. Eight studies equated the opinions of their participants on the educational placement of students with ASD as representing their attitudes towards the inclusion of the...
The alternative approach to measuring attitudes towards inclusion was to use attitude scales and presenting the mean results of these. Five studies followed this model. These attitude scales represent a more affective measure of attitudes, gauging beliefs about inclusion and the perceived impacts of the inclusion of these students. Two of these stu...
There were a number of factors examined within the studies which influenced the attitudes of participants. The common themes that emerged were experience and training, personal factors, perceived needs and student skills.
The impact of experience on the attitudes of educators was measured in seven of the 15 studies. Three studies found that teaching experience did not influence attitudes (Garrad et al., 2019; Leonard & Smyth, 2020; Segall & Campbell, 2014). Three studies found that more experience led to more positive attitudes towards integration into mainstream ed...
Of the personal factors investigated, the most common was the impact of self-efficacy on the attitude of educators which was examined in three studies. Beamer and Yun (2014) and Lu and colleagues (2020) found a significant, positive correlation between self-efficacy and inclusion attitudes of their participants (0.59 and 0.34, respectively). Segall...
There were a number of perceived needs for successful inclusion cited by participants in the included studies. Some educators felt that they lacked the capability and understanding to deal with these students’ needs (Cassimos et al., 2015; Salceanu, 2020). McGregor and Campbell’s (2001) participants believed that integration was dependent on educat...
Two studies reported on participant opinions of student skills which impact on successful inclusion in mainstream school. Abu-Harmour and Muhaidat (2013) reported participants’ perception that for inclusion to be successful, students with ASD needed to have certain skills. Cassimos and colleagues (2015), by contrast, reported on their participants’...
All included studies were considered to be of good or acceptable quality according to the quality appraisal tools employed. The key areas in which the studies were downgraded were lack of control groups and not describing their non-responders. However, the use of a control group in studies such as this may not have been appropriate to answer the re...
Nov 2, 2022 · From a teachers’ perspective (Table 2), five themes concerning their interactions with students with ASD emerged: (1) teachers’ training and education, (2) help from other professionals and parents, (3) getting to know the student, (4) teachers’ practice, and (5) teachers’ emotions.
Feb 28, 2022 · ABSTRACT. To date, discussion regarding autism in education has been primarily concerned with autistic students, and research usually relates to pedagogical practices that can be implemented by neurotypical teachers to support them.
