Pre-service teachers’ attitude towards inclusive education for students with Autism Spectrum Disorder in Malaysia

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

doi:10.1080/13603116.2017.1362479

Cited by 24 publications

(16 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition, many teachers supported the view that inclusive classes were not suitable for students with autism, nor were themselves qualified enough to teach these children (Alhudaithi, 2015). It is worrying that the majority of primary school teachers appeared to have poor knowledge about autistic children (Geraldina, 2015), were not prepared to teach autistic children in their classroom (Cramer, 2014;Low et al, 2017;Pervin, 2016;Razali et al, 2013) and felt inadequate in both teaching and dealing with students with autism (Akgul, 2012;Toran et al, 2016). Furthermore, teachers expressed neutral attitudes towards the inclusion of students with autism in general education classrooms (Engstrand & Roll-Pettersson, 2012;Srivastava et al, 2017a), whereas special education teachers, who taught students with autism, had low to moderate levels of knowledge regarding autism, as well as low to moderately effective teaching practices for their students (Hendricks, 2011).…”

Section: Discussion -Conclusionmentioning

confidence: 99%

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

Kofidou¹,

Mantzikos²,

Chatzitheodorou³

et al. 2017

Dial

View full text Add to dashboard Cite

Οι ερευνητές πραγματοποίησαν μια ανασκόπηση της βιβλιογραφίας για τις αντιλήψεις και στάσεις των εκπαιδευτικών για την ένταξη των μαθητών/ριών με Διαταραχές Αυτιστικού Φάσματος (ΔΑΦ). Για να βρουν τις σχετικές με το θέμα έρευνες διεξήγαγαν αναζήτηση στις βάσεις δεδομένων ERIC, PsychLIT, EBSCO, Medline, και PubMed με τις λέξεις-κλειδιά «Εκπαιδευτικοί», «Αντιλήψεις», «Στάσεις», και «Παιδιά με Αυτισμό». Από την αναζήτηση βρέθηκαν 55 ερευνητικά άρθρα, μεταπτυχιακές και διδακτορικές διατριβές σχετικά με το θέμα τους. Τα αποτελέσματα έδειξαν ότι η πλειοψηφία των εκπαιδευτικών έχει περιορισμένη ή ανεπαρκή γνώση και βασικές παρανοήσεις σχετικά με τις Διαταραχές Αυτιστικού Φάσματος. Επίσης, οι εκπαιδευτικοί είχαν αρνητικές στάσεις απέναντι στην ένταξη των μαθητών/ριών με αυτισμό. Από την άλλη πλευρά, λιγότεροι/ες εκπαιδευτικοί φάνηκε ότι έχουν θετικές στάσεις στην ένταξη αυτών των μαθητών/ριών. Ένα μεγάλο ποσοστό των εκπαιδευτικών φάνηκε να έχει διαφορετικές στάσεις/απόψεις για τον αυτισμό. Επιπλέον, η ανασκόπηση έδειξε ότι μερικοί/ές εκπαιδευτικοί τείνουν να έχουν ουδέτερες στάσεις προς την ένταξη αυτής της ομάδας μαθητών/ριών. Επιπλέον, αρκετοί/ές εκπαιδευτικοί αντιλαμβάνονται τους/τις μαθητές/ριες με αυτισμό διαφορετικά από τους/τις τυπικά αναπτυσσόμενους/ες μαθητές/τριες. Η έρευνα αυτή υποδεικνύει ότι οι εκπαιδευτικοί πρέπει να λάβουν περισσότερη κατάρτιση για τον αυτισμό και τις αποτελεσματικές εκπαιδευτικές πρακτικές για αυτούς/ές τους/τις μαθητές/ριες. Με αυτόν τον τρόπο, οι ίδιοι/ες θα αναπτύξουν θετικές στάσεις προς την εκπαιδευτική ένταξη αυτών των μαθητών/ριών.

show abstract

Section: Discussion -Conclusionmentioning

confidence: 99%

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

Kofidou¹,

Mantzikos²,

Chatzitheodorou³

et al. 2017

Dial

View full text Add to dashboard Cite

show abstract

“…The remaining articles that compare countries (n = 2) showed that some differences exist between the cultures when analyzing attitudes toward ASD [45] and those that used an intervention to change the negative attitudes into positive ones. In this case, [80,87,94] (n = 3) showed that training increases the awareness of the inclusion challenge.…”

Section: Discussionmentioning

confidence: 90%

“…The variable training, which is significantly related to knowledge, is also mentioned and/or considered in several of the included studies [73,74,76,78,[80][81][82]85,88,90,92]. In fact, some of the studies [78,90], as well as the previous literature [69,70], advocate the promotion of training programs in future lines of research.…”

Section: Teachers' Attitudes Toward Asd and Trainingmentioning

confidence: 99%

Teachers’ Attitudes toward Autism Spectrum Disorder: A Systematic Review

2022

View full text Add to dashboard Cite

(1) Teachers’ attitudes toward the inclusion of students with autism spectrum disorder (ASD) in mainstream schools influence daily educational practices. Depending on whether these attitudes are favorable or not, inclusive education could be fully or partially reached. This systematic review aims to analyze teachers’ attitudes toward ASD and to determine the variables that moderate them. (2) We conducted a systematic review in WoS, Scopus, and PsycINFO databases, obtaining an amount of 16 studies included in this review. (3) The results revealed inconclusive levels in teachers’ attitudes: Some of the teachers reported positive attitudes, some neutral, and some negative. (4) Among the variables that probably moderate attitudes, we found knowledge, experience, training, and gender. Future research and implications for pre-service and in-service teachers, school administrators, and policy makers are suggested.

show abstract

“…The literature shows mixed results in terms of improving pre-service PE teachers' attitudes toward teaching students with disabilities by providing the former with more opportunities for social contact with the latter [39][40][41][42]. This is also the case for improving pre-service PE teachers' attitudes towards teaching students with disabilities by providing pre-service PE teachers with more opportunities for private contact with friends or families with disabilities [43,44].…”

Section: Discussionmentioning

confidence: 99%

Self-Efficacy of Pre-Service Physical Education Teachers Toward Inclusion in Saudi Arabia

2020

View full text Add to dashboard Cite

This study aims to determine the differences in levels of self-efficacy toward inclusion in general physical education (PE) classes among Saudi pre-service PE teachers. It also aims to evaluate the effect of independent variables with the covariate of attitude scores on participants’ self-efficacy toward including students with intellectual disabilities (ID), physical disabilities (PD), and visual impairments (VI). In total, 260 pre-service PE teachers enrolled in a university in Saudi Arabia completed the Arabic version of the self-efficacy scale for a physical education teacher education major toward children with disabilities. Repeated-measures multivariate analysis of covariance (MANCOVA) revealed that self-efficacy was highest towards including students with intellectual disability in general PE class and lowest towards students with physical disabilities. Having previous experience of observing a PE teacher teaching a student with a disability significantly influenced participants’ self-efficacy. Participants’ attitudes toward inclusion were only significant with participants’ self-efficacy toward students with physical disabilities. The findings suggest that observing a role model significantly predicts self-efficacy toward the inclusion of students with a disability.

show abstract

Pre-service teachers’ attitude towards inclusive education for students with Autism Spectrum Disorder in Malaysia

Cited by 24 publications

References 31 publications

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

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

Teachers’ Attitudes toward Autism Spectrum Disorder: A Systematic Review

Self-Efficacy of Pre-Service Physical Education Teachers Toward Inclusion in Saudi Arabia

Contact Info

Product

Resources

About