Teachers’ knowledge of autism spectrum disorder (ASD) plays a key role in the successful inclusion of children with ASD in regular schools. The objective of this study was to analyze Cuban teachers’ knowledge of ASD of at inclusive primary schools and preschools and to compare it with the results obtained in previous studies carried out at an international level. To do this, a cross-sectional study was conducted with Cuban teachers from urban and rural areas throughout the country. The sample was selected using a non-probabilistic technique. In total, 131 primary school and preschool teachers participated. Data were collected by applying the Autism Knowledge Questionnaire (AKQ) that measures ASD knowledge. The results indicated that Cuban teachers had an acceptable knowledge regarding ASD (0.57). Primary education teachers (17.58 ± 4.06) showed a higher level of knowledge than preschool teachers (15.35 ± 2.74). Regarding previous training, teachers who claimed to have received some type of specific ASD training (10.88 ± 3.29) made a greater number of errors than teachers who had not received specific training on ASD (8.91 ± 3.06). At the international level, Cuban teachers were observed to have similar knowledge about ASD when compared to active teachers or pre-service teachers from other countries where similar studies have been carried out. The results suggest that the training of Cuban teachers is not yet optimal to educate students with ASD in primary schools and preschools which are open to diversity.
In this study, we used Gross's (2015) emotional regulation model to examine teachers' emotional regulation strategies and the relationship between this emotional regulation and the participation of students with ASD. The sample was selected using a non‐probabilistic technique (convenience) with a total of 131 Cuban teachers from primary schools and preschools participating. The results revealed significant differences in the emotional regulation strategies used by teachers which were associated with teaching stage and specific ASD training, with primary school teachers and those who had ASD training obtaining better results. In addition, a significant relationship was found between teachers using cognitive reappraisal of emotions and the participation of students with ASD in school. Practical implications, teacher training programs and lines of future research are discussed.
RESUMEN: Los maestros de educación general han expresado su preocupación por la inclusión de educandos con Trastornos del Espectro Autista, debido a la falta de habilidades sociales de los niños, comportamientos estereotipados e intereses restringidos. El objetivo de este estudio es describir y comparar el estado actual de la preparación de los maestros de primaria para estimular la socialización de los educandos con Trastornos del Espectro Autista en escuelas inclusivas. A la luz de una metodología cuantitativa se realizó un estudio descriptivo-comparativo de corte transversal. Se estudiaron 74 maestros (52 mujeres y 22 hombres) encargados de cumplir con el rol docente-educativo de atender a los educandos con Trastornos del Espectro Autista en condiciones de inclusión en una provincia occidental de Cuba. El rango de edad oscila entre 22 y 57 años. Se aplicó un cuestionario y una Ficha de Observación previamente validados para medir la preparación teórica-metodológica y práctica de los maestros. Los resultados muestran que los maestros presentan dificultades para estimular la socialización de los educandos con autismo en escuelas inclusivas. Asimismo, el grado académico, la experiencia en espacios educacionales inclusivos y el área disciplinar resultaron ser variables sociodemográficas que determinan la preparación de los maestros para cumplir con esta tarea educativa. Estos resultados aportan información clave para diseñar estrategias y planes de acción, tanto en la formación inicial como en la práctica cotidiana, en aras de potenciar las competencias teóricas y prácticas de los maestros que asumen este desafío.
Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by difficulties in socialization. The amount of scientific research results on motherhood related to ASD has grown exponentially; however, there are no bibliometric studies in this field. Objective: This article aimed to analyze scientific research on motherhood related to the autism spectrum published in WoS. Articles on motherhood related to ASD were retrieved from the Web of Science (WoS). The advanced search interface used was “Title of the article, Abstract, Keywords”. The analysis and visualization of the selected documents and their data were performed using a wide range of tools and software such as MS Excel (v16.0), VOS viewer (version 1.6.15), and R packages (Biblioshiny, version 2.0). A total of 1660 articles were included in this study. Most of the publications were original articles. The United States published the most significant number of articles among the countries identified. P.R. Hastings, M.M. Seltzer, and J. Van de Water were the main authors. The Journal of Autism and Developmental Disorders was the most productive and impactful journal. The main research topics were related to mental health and social support in the role of motherhood. This desk study provides researchers with a comprehensive understanding of ASD-related maternity research trends by evaluating relevant publications in recent decades. The results of this bibliometric analysis can serve as a basis and orientation for new studies.
Objetivo: Identificar los estudios que han aplicado instrumentos de Inteligencia Emocional en jóvenes universitarios en los últimos 20 años (2001 a 2020). Metodología: Se efectuó un estudio documental (revisión sistemática). La selección de estudios primarios se efectuó en las Bases de Datos Scopus y Scielo. El rango de años sistematizados fue desde 2001 a 2020. Los estudios están publicados en idioma inglés, español, portugués y francés. Se utilizó las palabras clave en inglés: Instruments, emotion inteligence, evaluation; en español: instrumentos, inteligencia emocional, evaluación. Para registrar la información se utilizó la técnica de la observación, y el instrumento fue una ficha de observación. Resultados: El 75% (n=12) de los estudios primarios fueron publicado en idioma inglés, 18,8% (n=3) en español y 6% (n=1) en francés. También, se destaca que el 81.3% (n=13) de los artículos fueron publicados en la base de datos Scopus, 18,8% (n=3) en la base de datos Scielo. El mayor número de publicaciones fueron en los últimos 5 años (62,5%, n=10). Los instru- mentos que fueron utilizados para evaluar la IE, fueron MSCEIT, Bar-On y TMMS. Conclusión: Se verificó que los instrumentos de Inteligencia Emocional (IE) que más se aplicaron en jóvenes universitarios fueron el MSCEIT, el Bar-On y TMMS, además, los estudios desde el año 2001 hasta el 2020 fueron incrementándose paulatinamente. Los resultados sugieren el uso y aplicación de estos instrumentos para muestras de jóvenes universitarios.
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