Does training matter? Exploring teachers’ attitudes towards the inclusion of children with autism spectrum disorder in mainstream education in Ireland

Leonard, Noelle M.; Smyth, Sinéad

doi:10.1080/13603116.2020.1718221

Cited by 26 publications

(37 citation statements)

References 29 publications

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“…Several demographic and occupational variables appear relevant to understanding teachers’ attitudes towards inclusion. Some research shows that female teachers typically hold more positive attitudes towards inclusion than males [ 10 , 14 , 17 , 50 , 51 ], while others found no gender-based differences [ 52 , 53 ]. Some research points to teachers’ age being unrelated to attitudes towards inclusion [ 54 ], while other studies show that younger teachers have more positive attitudes [ 10 , 14 , 51 , 55 ].…”

Section: Introductionmentioning

confidence: 99%

Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?

et al. 2021

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Background While research has focused on understanding teachers’ attitudes towards the inclusion of children with special educational needs into general education classrooms, there are lacunae that have yet to be addressed. This study examined the association between perceived self-efficacy and attitudes towards inclusion among elementary school teachers. The study also examined the role of teachers’ self-efficacy as a mediating variable between knowledge of inclusion policy, perception of school support and teachers’ attitudes towards inclusion. Methods Teachers (N = 352) working in general or special education schools completed questionnaires assessing attitudes towards inclusion, sense of self-efficacy, knowledge of current policy, and perception of support for inclusive practices. Results Higher perceived knowledge of inclusion policy and higher perceived school support of inclusion were both related to higher self-efficacy regarding inclusion, which, in turn, was related to more positive attitudes about inclusion. Conclusion Our results suggest that point to being knowledgeable regarding local and national policy is important in order to increase feelings of self-efficacy regarding the implementation of effective educational practice. To enhance inclusion, local and national policy must be clearly communicated to teachers. Furthermore, leadership and a supportive school environment are conducive to successful inclusive education.

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Section: Introductionmentioning

confidence: 99%

Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?

et al. 2021

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“…3.20 out of 5). One study found largely negative or neutral attitudes of educators towards the inclusion of students with ASD (Leonard & Smyth, 2020; 54% with negative attitude, 36% neutral). Therefore, most studies who measured using attitude scales reported positive mean attitudes towards the inclusion of students with ASD in mainstream education.…”

Section: Attitudes Of Educators: Attitude Scalesmentioning

confidence: 99%

“…Teachers report experiencing tension when dealing with the difficulties these students have in social and emotional understanding (Emam & Farrell, 2009) and regard teaching students with ASD as particularly challenging (Simpson et al, 2003). As prevalence rates of ASD are so high in school settings and the impairments experienced can impact the classroom in different ways depending on the severity of behaviours displayed (Leonard & Smyth, 2020), it is important to assess the attitudes towards the inclusion of students with ASD specifically.…”

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confidence: 99%

Educator Attitudes Towards the Inclusion of Students with Autism Spectrum Disorders in Mainstream Education: a Systematic Review

Russell

Scriney

Smyth

2022

Rev J Autism Dev Disord

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Educator attitudes towards inclusive education impact its success. Attitudes differ depending on the SEN cohort, and so the current systematic review is the first to focus solely on students with autism spectrum disorders (ASD). Seven databases searched yielded 13 relevant articles. The majority reported positive educator attitudes towards ASD inclusion but with considerable variety in the measures used. There were mixed findings regarding the impact of training and experience on attitudes but, where measured, higher self-efficacy was related to positive attitudes. In summary, educator ASD inclusion attitudes are generally positive but we highlight the need to move towards more homogeneous attitudinal measures. Further research is needed to aggregate data on attitudes towards SEN cohorts other than those with ASD.

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“…The Zero Reject Policy is a majorly crucial albeit bold step to ensure that the educational system includes and supports all students, particularly students with SEN in Malaysia. Inclusion has attained ground over the past decade internationally (Leonard & Smyth, 2020;Azorin & Ainscow, 2020;Black & Simon, 2014;Waitoller & Artiles, 2013). The Education 2030 initiative marks a significant step forward, in which the priority is presented clearly: to establish equitable and inclusive quality education and encourage opportunities for lifelong learning for all (UNESCO, 2015).…”

Section: Introductionmentioning

confidence: 99%

Predicting the Roles of Attitudes and Self-Efficacy in Readiness Towards Implementation of Inclusive Education Among Primary School Teachers

Zainalabidin¹,

Ma’rof²

2021

ASS

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Teachers' preparedness is a critical component in implementing inclusive education. It is pertinent to understand whether mainstream instructors are ready for inclusion as the number of children with special needs increases steadily over the years. The Zero Reject Policy has accelerated the implementation of inclusive education in Malaysia. While this is an essential step forward, assessing teachers' readiness for change is critical. This study aims to find out the predictive factors (attitudes and self-efficacy) on the preparedness of mainstream primary school teachers towards the implementation of inclusive education. This study is of a correlational research design where questionnaires were distributed to 367 teachers randomly selected from a cluster of nine schools in Hulu Selangor, Malaysia. The results show that teachers have moderate levels of readiness, attitudes and self-efficacy. There are also significantly positive relationships and predictive correlations between attitudes and readiness as well as self-efficacy and readiness. This implies that attitudes and self-efficacy should be considered in gauging teachers' readiness in the implementation of inclusive education. Taken together, findings in this study could inform further inclusive education research in Malaysia and could be taken into consideration in the design and execution of teacher training courses on Inclusive Education.

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Does training matter? Exploring teachers’ attitudes towards the inclusion of children with autism spectrum disorder in mainstream education in Ireland

Cited by 26 publications

References 29 publications

Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?

Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?

Educator Attitudes Towards the Inclusion of Students with Autism Spectrum Disorders in Mainstream Education: a Systematic Review

Predicting the Roles of Attitudes and Self-Efficacy in Readiness Towards Implementation of Inclusive Education Among Primary School Teachers

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