Teachers’ attitudes towards inclusion of students with Asperger diagnosis
2015 (English)Manuscript (preprint) (Other academic)
Teachers have various attitudes towards including students with AS in the classroom, but we do not know why. However, knowledge about factors related to these attitudes is necessary in order to improve for the provision of an inclusive school. The aim of the study was to explore factors underlying/associated with teachers’ confidence towards including students with AS. To this end we surveyed teachers’ associations for inclusion of students with AS (N=631). We then analyzed the valence of these associations in relation to teachers’ self-rated, competence, prior experience with, special training, and overall knowledge of teaching students with AS. Data from an association method task was employed in obtaining valence for teachers’ associations of inclusion of students with AS. Our results suggest that teachers’ attitudes towards inclusion of students with AS are mostly positive and correlate with their attitudes towards students with AS, however, teachers of lower levels are less positive to inclusion of students with AS than teachers of higher levels. Positive attitudes towards inclusion of students with AS are related to teachers’ knowledge of teaching students with AS and their attitudes toward students with AS. We conclude that teachers’ beliefs are firmly rooted in their social representations (SR) and therefore there is a need to engage in a broader discussion on inclusive education. The present study contributes to the literature on teachers’ beliefs about inclusion of students with autism spectrum diagnosis (AS) and points to the apparent need for educating teachers better to provide for students with AS.
Place, publisher, year, edition, pages
Psychology Educational Sciences
IdentifiersURN: urn:nbn:se:liu:diva-121060OAI: oai:DiVA.org:liu-121060DiVA: diva2:851266