Befrienders to persons in the autistic spectrum in Greece: what support do they offer and what challenges they face?

To include or not to include : Teachers’ social representations of inclusion of students with Asperger syndrome

“…One way of interpreting this is to consider the fact that teachers want a deeper understanding and believe that they do not have enough knowledge, a view also discussed by the School Inspectorate (2012) and Nilholm et al (2013). This was also indicated in the fourth study where teachers' self-reported lack of special training for teaching students with AS was pronounced which was also concurrent with previous international research (Jordan, 2005;Mavropoulou & Avramidis, 2012;Moores-Abdool, 2010).…”

“…Given the situation today, most teachers rely on their own previous experiences in order to cope with the challenges students with special needs present (Hattie, 2012;Mavropoulou & Avramidis, 2012;Sharma, Forlin, & Loreman, 2008). David and Kuyini (2012) found that changes in teachers' attitudes have occurred during the last decade partly due to teachers experiencing working with special needs.…”

The role of experience in teachers’ social representation of students with autism spectrum diagnosis (Asperger)

“…On the other hand, a social model of disability where the environment plays an increasing role in defining educational barriers might lead to a different environment and more inclusion (Thomas & Loxley, 2007). Although teacher training programs have developed robust models for understanding student diversity, the unique experiences students with AS bring to the school arena pose new sets of challenges (Mavropoulou & Avramidis, 2012;Moores-Abdool, 2010;Probst & Leppert, 2008;Starr & Foy, 2012). Given the situation today, most teachers rely on their own previous experiences in order to be effective inclusion educators (Hattie, 2012;Mavropoulou & Avramidis, 2012;Sharma, Forlin, & Loreman, 2008).…”

“…Preventing students with Asperger Syndrome (AS) from dropping out of mainstream education is a worldwide concern (Mavropoulou & Avramidis, 2012;Moores-Abdool, 2010;Probst & Leppert, 2008). Policy underscores an inclusive agenda (Humphrey & Lewis, 2008;Isaksson, Lindqvist, & Bergström, 2007), but schools have yet to live up to this goal given the number of students with AS who drop out of school (Parsons & Lewis, 2010; Swedish National Agency for Education [SNAE], 2009).…”

“…Although teacher training programs have developed robust models for understanding student diversity, the unique experiences students with AS bring to the school arena pose new sets of challenges (Mavropoulou & Avramidis, 2012;Moores-Abdool, 2010;Probst & Leppert, 2008;Starr & Foy, 2012). Given the situation today, most teachers rely on their own previous experiences in order to be effective inclusion educators (Hattie, 2012;Mavropoulou & Avramidis, 2012;Sharma, Forlin, & Loreman, 2008). Hence, a positive expectation towards including students with AS may be a prerequisite for success (Emam & Farrell, 2009;Jordan, 2008) and this in turn is dependent on the teacher's personal experience (Jovchelovitch, 2007).…”