Assessing teacher attitude toward the inclusion of students with autism.

Teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD): A literature review

“…Finally, factors contributing to teachers' positive attitudes towards autistic children are discussed. First of all, training programmes and certification/specialisation in special education are considered vital for teachers in order to have positive attitudes towards the inclusion of autistic children (Alhudaithi, 2015;Athanasoglou, 2014;Chung et al, 2015;Geraldina, 2015;Hassan et al, 2015;McConkey & Bhurgri, 2003;Showalter-Barnes, 2008;Syriopoulou-Delli et al, 2012;Wilkerson, 2012). It is a fact that the more rounded knowledge of autism teachers have, the more effective and beneficial practices they adopt (Chaaya, 2012).…”

“…Other demographic variables associated with the attitudes of teachers are gender, age, educational role (general or special education teacher), teaching experience, and school level (Park & Chitiyo, 2011;Pervin, 2016;Shetty & Rai, 2014). Specifically, younger teachers appeared to have more positive attitudes towards students with autism (Park & Chitiyo, 2011), whereas older teachers were less receptive to inclusive education (Wilkerson, 2012). Being female and teaching at primary schools are also predictors of positive attitudes of teachers towards students with autism (Anderson, 2015;Chung et al, 2015), while the interpersonal experience of teachers with these specific students may affect their attitudes in a positive way (Athanasoglou, 2014).…”

“…The data (n=2,627) were collected through a demographic questionnaire and a modified scale which assessed their attitudes. The results indicated that the older teachers in the sample were less receptive to inclusive education, as well as those who had not received formal training in autism (Wilkerson, 2012). Johnson, Porter, and McPherson (2012) examined the autism knowledge among pre-service teachers specialised in children birth through age five (B-5).…”

Attitudes of Teachers Towards Inclusive Education in Finland

“…Other frequently studied variables have included teachers' training in special education, their work experience with students with SEN, and their amount of prior contact with people with disabilities. The latter variable has found to be associated with more positive attitudes towards inclusion (Boyle, Topping, & Jindal-Snape, 2013;Subban & Sharma, 2006;Wilkerson, 2012). The training effect has consistently correlated positively with inclusive attitudes (e.g., Ahsan, Sharma, & Deppeler, 2012), as has work experience in most cases (e.g., Sharma, Forlin, Loreman, & Earle, 2006).…”

"Deporte inclusivo en la escuela": diseño y análisis de un programa de intervencion para promover la inclusión del alumnado con discapacidad en Educación Física

“…Si nos centramos en los objetivos de los estudios, encontramos que unos han girado en torno a describir las características o atributos del profesorado y su actitud hacia la inclusión de alumnos con discapacidad en sus clases (Avramidis et al, 2000b;Beattie, Anderson, y Antonak, 1997;Block y Rizzo, 1995;Cook, 2001;Cook y Cameron, 2010;Cook, Cameron, y Tankersley, 2007;Elliot, 2005;Hutzler et al, 2005;Jobe, Rust, y Brissie, 1996;Kalyva, Gojkovic, y Tsakiris, 2007;Kowalski y Rizzo, 1996;MacFarlane y Woolfson, 2013;Oh et al, 2010;Rizzo y Vispoel, 1991;Wilkerson, 2012); mientras que otros han descrito la actitud de los alumnos sin discapacidad hacia la inclusión de compañeros con discapacidad en sus clases de EF (Duchane y French, 1998;Hodge, 1998;Jerlinder, Danermark, y Gill, 2010;Ozer et al, 2013;Qi y Ching, 2012;Rizzo, 1984;Rizzo y Vispoel, 1991;Samalot-Rivera y Hodge, 2013;Vaporidi, Kokaridas, y Krommidas, 2005). …”