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Abstract

In this study, we examine the relationship between general education teachers and second- and third-grade included students with autism. We also examine the effect of childrens' behavior problems on these relationships, as well as inclusion within the social environment of the classroom. Included students with autism form multidimensional relationships with their general education teachers. These relationships are associated with student's display of behavior problems and level of inclusion in the class. Specifically, when teachers perceived their relationships with included students with autism to be more positive, children's levels of behavioral problems were lower and they were more socially included in the class.

The Effect of Autism Spectrum Disorders, Down Syndrome, Specific Learning Disorders and Hyperactivity and Attention Deficits on the Student-Teacher Relationship

“…Furthermore, the literature shows that teachers admit to not being trained enough on how to provide adequate support for this particular kind of children (Robertson et al, 2003). In these cases, the presence of TAs may be a valuable resource as they can develop a more intimate relationship with the child and mediate between child and teacher, facilitating the student's integration with the rest of the class (Hemmingsson, Borell, & Gustavsson, 2003;Howes, 2003;Longobardi, Prino, Pasta, Gastaldi, & Quaglia, 2013;McVittie, 2005).…”

“…A positive relationship with the teacher acts as a protective factor against family-related developmental hazards and negative scholastic experiences, particularly in the case of disabled children (Murray & Pianta, 2007 The impact of the student-teacher relationship on children's development proves to be particularly important during the first years of school, when pupils consolidate relevant competences on how to be successful at school and how to develop accurate cognitive representations of themselves as learners -representations that prove to be decisive for the following years (Entwisle & Hayduk, 1988;Pianta & Walsh, 1996). Such impact is even higher in students with atypical development (Robertson, Chamberlain, & Kasari, 2003).…”

“…Despite the clear relevance of the student-teacher relationship, studies have rarely encompassed subjects with special education requirements (Robertson et al, 2003). In this regard, the Italian context is no exception, although great importance has been given to the integration of disabled children as essential elements of the educational and scholastic systems (cf.…”

Suggestions for a Teacher Training Program for Inclusive Education in a Japanese University

“…The importance of teacher-child relationships in general classes also applies to children with disabilities as a precondition for the children's quality of life and the reduction of problem behaviors (e.g., Hastings, 2005;Schuengel, Kef, Damen, & Worm, 2010), as reported by many previous studies (Blacher, Baker, & Eisenhower, 2009;Eisenhower, Baker, & Blacher, 2007;Lang, Marlow, Goodman, Meltzer, & Ford, 2013;Libbet, 2004;Mclntyre, Blacher, & Baker, 2006;Robertson et al, 2003;Roeden, Maaskant, Koomen, Candel, & Curfs, 2012). Eisenhower et al (2007) showed that the quality of teacher-child relationships was lower for 6-year-old children with intellectual disability compared with typically developing children.…”

“…Since general education teachers have often had less training in techniques for working with disabled children, they have problems in these relationships. Although some previous studies have examined the effectiveness of teachers' relationships with disabled children, the investigations have been limited (Robertson, Chamberlain, & Kasari, 2003). In particular, the findings of few studies on teachers' relationships with disabled children have been applied in university teachertraining programs (Koegel et al, 2012).…”