Knowledge and Attitudes of Special Education Teachers Towards the Inclusion of Students with Autism Spectrum Disorder

Low, Hui Min; Lee, Lay Wah; Ahmad, Aznan Che

doi:10.1080/1034912x.2019.1626005

Cited by 15 publications

(22 citation statements)

References 49 publications

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“…Overall, in this review we found a lack of knowledge in most of the articles reviewed coinciding with prior reviews [61,62] and other studies [45]. We found that most of the articles revealed low [64,66,68,71,75,76,79,[84][85][86]95] or medium [65,67,73,74,77,78,80,82,91] levels of knowledge about ASD among their participants, coinciding with prior studies [21,25,36,37]. Indeed, most of the studies showed misconceptions [75,85,91] and gaps, or a lack of knowledge [71,77,85,95].…”

Section: Teachers' Knowledge Of Asd and Moderators That Possibly Influence Asdsupporting

confidence: 70%

“…In the case of studies with a pre-and post-test, we wrote down the first test result; in the other two situations, we calculated the average among article results. Eleven studies [64,66,68,71,75,76,79,[84][85][86]95] revealed low levels of knowledge regarding ASD among their participants; nine studies [65,67,73,74,77,78,80,82,91] reported medium knowledge, and five studies [65,87,89,90,92] described a high level of knowledge.…”

Section: Resultsmentioning

confidence: 99%

“…Regarding participants' specializations, 8 out of 11 studies that revealed low knowledge results did not involve special education teachers [64,66,68,71,75,76,86,95]. In contrast, all of the studies with higher levels of knowledge did involve pre-or in-service special education specialists such as special education teachers [74,[78][79][80]84,85,87], psychologists, counselors or occupational therapists [89,91].…”

Section: Teachers' Knowledge Of Asd and Specializationmentioning

confidence: 99%

“…The 25 studies took place in 13 different countries around the world. The USA was where most of the studies were found [89,90,92,95]; Malaysia [71,80,87] and Pakistan [67,68,74] contributed three studies each; China [66,82], Saudi Arabia [76,79], Turkey [75,91] and the UK [73,86] carried out two studies each; and Tanzania [64], South Africa [65] Iceland [78], Jordan [84], Spain [85] and Ireland [93] conducted one study each. Only one study compared teachers' knowledge from different countries (China and the UK, [77]).…”

Section: Teachers' Knowledge Of Asd and Culturementioning

confidence: 99%

“…AIQ [51], and KASP [94]. Twelve studies created their own questionnaire to evaluate teachers' knowledge [66][67][68]71,74,75,[78][79][80]84,87,91].…”

Section: Teachers' Knowledge Of Asd and Culturementioning

confidence: 99%

See 4 more Smart Citations

Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

2021

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The increasing number of students with autism spectrum disorder (ASD) in mainstream education environments require teachers to know how to identify their needs, being capable to adapt their education processes and make their inclusion easier. The purpose of this study is to conduct a systematic review about teachers’ knowledge of ASD, including teachers from any stage and specialization. The research has been conducted from four databases (Web of Science, Scopus, PsycInfo and Google Scholar) during the period of 2015–2020. In total, 25 articles were analyzed. The results show that, in general, teachers’ knowledge of ASD is poor. It depends on the education stage (being higher in early childhood teachers and in university professors), prior training and possible prior contact with students with ASD.

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Section: Teachers' Knowledge Of Asd and Moderators That Possibly Influence Asdsupporting

confidence: 70%

Section: Resultsmentioning

confidence: 99%

Section: Teachers' Knowledge Of Asd and Specializationmentioning

confidence: 99%

Section: Teachers' Knowledge Of Asd and Culturementioning

confidence: 99%

“…AIQ [51], and KASP [94]. Twelve studies created their own questionnaire to evaluate teachers' knowledge [66][67][68]71,74,75,[78][79][80]84,87,91].…”

Section: Teachers' Knowledge Of Asd and Culturementioning

confidence: 99%

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Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

2021

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Teachers’ Beliefs About the Provision of Education for Students with Autism Spectrum Disorder: A Systematic Review

Han

Cumming

2022

Rev J Autism Dev Disord

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Investigating the Implicit and Explicit Attitudes of Primary School Educators in Scotland Towards Autistic Children

Cage,

Doyle

2024

International Journal of Disability, Development and Education

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Background: Autistic children are frequently taught in mainstream schools, and it is imperative educators have appropriate knowledge and attitudes towards autism. In Scotland, policy aims for inclusion. However, there are few studies investigating Scottish educator's knowledge and attitudes towards autism, even though these could be a barrier to inclusion.Aims: This study investigated Scottish educator's implicit and explicit attitudes towards autistic children. We also aimed to understand the relationships between attitudes, knowledge and experience.Sample: Seventy primary school educators working in Scotland took part, with a mean age of 43. Most were female (n=64) and had on average 12 years' experience working in schools.Methods: Participants completed a Single-Category Implicit Association Test (SC-IAT), to assess implicit attitudes towards autism. They also completed two explicit attitude measures (openness to autism and cognitive attitudes), and measures of autism knowledge and level of contact.Results: Overall, participants held positive attitudes in explicit and implicit measures. Some participants (24%) expressed negative implicit attitudes. There were correlations between explicit attitudes, age and years of experience, with older, more experienced staff having more negative attitudes. In regression analyses, greater autism knowledge predicted more positive explicit cognitive attitudes towards autistic children. Conclusions:These findings indicate mostly positive attitudes in this sample. Younger educators with less experience may have more positive attitudes, perhaps reflecting societal changes in perceptions of autism. Greater knowledge predicted positive attitudes, suggesting that targeting knowledge may improve attitudes. Scotland's policies may have the potential to support the effective inclusion of autistic pupils in schools.

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Knowledge and Attitudes of Special Education Teachers Towards the Inclusion of Students with Autism Spectrum Disorder

Cited by 15 publications

References 49 publications

Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

Teachers’ Beliefs About the Provision of Education for Students with Autism Spectrum Disorder: A Systematic Review

Investigating the Implicit and Explicit Attitudes of Primary School Educators in Scotland Towards Autistic Children

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