A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority

Students With ASD in Mainstream Primary Education Settings: Teachers' Experiences in Western Australian Classrooms

“…Second, frequent or extended PDs allow teachers to gain a broader theoretical understanding on specific pedagogies, to advance teachers' knowledge, and to reduce teacher reliance on intuitive/trial-and-error approaches in dealing with students with ASD. Other support comes from a slightly earlier study by Avramidis, Bayliss, and Burden (2000) who, in their examination of the level and depth of teacher training and theoretical understanding of ASDs, found that teachers who attended long-term university-based PD activities were generally more prepared for, more positive in, and more confident about teaching students with an ASD. One further benefit of improving both teachers' theoretical knowledge and practical understanding of the diverse learning needs of students with ASD is that it allows them to work more effectively with (and in some instances train) their EAs/TAs.…”

“…Within this agenda the educational policies of Australia, the United Kingdom (UK), and the United States of America (USA) have all affirmed the rights of all children to be equally valued members of the education system irrespective of their culture, religion, social and economic status, health, gender, and abilities (Avramidis, Bayliss, & Burden, 2000;Dybvik, 2004;Konza, 2008). For Australian children with diverse learning needs these systemic movements in the educational system have seen some support for both integration (i.e., the registration of students with diverse learning needs in a special facility or class within a regular school, with the provision of opportunities to participate in some mainstream classes with specialist assistance) and mainstreaming (i.e., the registration of students with diverse learning needs in a mainstream class, with the option of a partial withdrawal for specialist support intervention, or the within-class assistance of a support teacher or assistant; Forlin, 2006).…”

Élaboration de l’Échelle du sentiment d’efficacité personnelle des enseignants en gestion de classe (ÉSEPGC)

“…cela explique pourquoi certains enseignants s'acquittent efficacement des autres dimensions de la gestion de classe, mais éprouvent des difficultés à gérer les comportements difficiles des élèves (Jeffrey & sun, 2006). Plusieurs chercheurs estiment d'ailleurs que les comportements perturbateurs repré-sentent ce qui est le plus difficile à gérer au sein de la classe (avramidis, Bayliss, & Burden, 2000 ;dunlap & Fox, 2011 ;Helfin & Bullock, 1999 ;Melby, 1995). de plus, la variété des contextes d'intervention auxquels elle réfère exige qu'une attention particulière lui soit accordée dans l'éla-boration d'une échelle du seP en gestion de classe.…”

Using Educator Characteristics on Attitudes toward Inclusion to Drive Professional Development

“…Not all educators share the value of inclusion, in fact, nearly half of teachers do not support inclusion as a best practice (deBettencourt, 1999;Glazzard, 2011). If a school leader seeks to develop inclusion to be more than just having children share the same classroom space (Avramidis, Bayliss, & Burden, 2000a, 2000b; Dudley-Marling & Burns, 2013) then he or she must shift the attitudes of these teachers (Ainscow et al, 2014;.…”