Educators’ Attitudes Towards the Inclusion of Students with Autism Spectrum Disorder (ASD) in Jordanian Public Schools

Abstract

The present study aimed to examine the attitudes of teachers and school professionals towards the inclusion of students with Autism Spectrum Disorder (ASD) in Jordanian schools. Specifically, the study investigates whether the variables of knowledge and training in ASD, educational role, experience in ASD, academic qualification, gender, age, and school level are associated with educators’ attitudes towards the inclusion of students with ASD. The descriptive survey method was conducted to examine educators’ attitudes and their correlations with the study variables. An electronic survey was completed by 430 participants who were educators at public and private schools in Jordan (including general and special education teachers), school principals, and counselors. The results of the study evidence that Jordanian educators hold neutral attitudes towards the inclusion of students with ASD in Jordanian schools. Further, the study shows that these attitudes are correlated with training and knowledge in ASD. In contrast, educational role, experience, academic qualification, age, gender, or school level are not associated with educators’ attitudes. The implications and limitations of the study are discussed.

Special education Teachers' attitudes to teaching students with disabilities in the regular school system in the United Arab Emirates

“…Teachers with master's degrees were more positive than those with diplomas or bachelor's degrees, in alignment with other studies (Alzyoudi et al, 2022;Hsien et al, 2009), although the effect of education level was statistically insignificant. Similarly, there were no statistically significant differences in attitude for teaching experience, in contrast to recent studies in which more experienced teachers were more positive to inclusion (Alkinj et al, 2022;Alzyoudi et al, 2022;Mouchritsa et al, 2022). However, our findings are consistent with some studies (Buford & Casey, 2012;Klassen & Tze, 2014;Meijer, 2016) which found no significant relationship between teachers' overall attitude and experience, although Ross-Hill (2009) found no significant differences in overall teacher attitudes for this variable.…”

“…Similarly, in Greece, teachers with over 10 years' experience were less negative towards inclusion, while those with under 5 years' special education experience had concerns (Mouchritsa et al, 2022). Cassimos et al (2015) also found that those with training or experience in SEND teaching (ASD) were more positive about inclusion, as were experienced Jordanian teachers (Alkinj et al, 2022). Self-efficacious teachers with knowledge of inclusion may also positively affect student achievement (e.g., Klassen & Tze, 2014;Meijer, 2016).…”

“…Cassimos et al. (2015) also found that those with training or experience in SEND teaching (ASD) were more positive about inclusion, as were experienced Jordanian teachers (Alkinj et al., 2022). Self‐efficacious teachers with knowledge of inclusion may also positively affect student achievement (e.g., Klassen & Tze, 2014; Meijer, 2016).…”