Examining pre-service teachers' attitudes towards children with autism in the USA

Abstract

Autism is a developmental disorder which affects a growing number of children worldwide. Since the disorder was first discovered by Leo Kanner almost seven decades ago there has been a lot of research trying to unravel this otherwise esoteric disorder. That research has contributed to better understanding of the disorder, shifting of conceptualisations as well as changing of professionals' and families perceptions and attitudes towards the disorder. Together, these changes have helped to promote better outcomes among children with autism. This study was designed to examine pre‐service teachers' attitudes towards children with autism. Results indicated that pre‐service teachers had positive attitudes towards children with autism. The pre‐service teachers' attitudes were found to be influenced by their gender, academic major and different types of exposure to children with autism.

Türk Öğretmen Adaylarının Kaynaştırma Eğitimine Yönelik Tutumları ile Öz Yeterlilik İnançları Arasındaki İlişki

“…These results corroborate several other existing studies in the literature (Ashan et al, 2012;Avramidis et al, 2000;Avramidis & Norwich, 2002;Carroll, Forlin & Jobling, 2003;Kargın, 2004;;Park & Chitiyo, 2011;Sari, 2007;Seçer, 2010;Sharma et al, 2009;2013Sucuoğlu, 2004). However, the results of the present study contradict those of other studies (Avramidis & Kaylva, 2007;Diken & Sucuoğlu, 1999;Rakap & Kaczmarek, 2010).…”

“…Some studies conducted on teachers' attitudes toward inclusive education have revealed that the teachers have positive attitudes regarding the inclusion of students with special needs (Avramidis and Norwich, 2002;Sucuoğlu, 2004;Avramidis & Kalyva, 2007;Park & Chitiyo, 2011;Sari, 2007;Seçer, 2010); while other studies have revealed that teachers' attitudes concerning educational inclusion are either negative (Avramidis & Kaylva, 2007;Rakap & Kaczmarek, 2010) Studies asserting that pre-service teachers' attitudes toward inclusion are similar to those of inservice teachers' attitudes. Some studies have reported that pre-service teachers had a positive attitude toward the inclusion of the disabled children in general education classrooms (Avramidis, Byliss & Burden, 2000;Avramidis & Kaylva, 2007;Beacham & Rouse, 2012;Rakap, Cig, & Parlak-Rakap, 2015;Ryan, 2009;Park Chitiyo & Choi, 2010;Sharma & Sokal, 2013), while others have revealed more negative attitudes (Diken & Sucuoğlu, 1999;Hastings & Oakford;Gözün & Yıkmış, 2004;Orel, Zerey, & Töret, 2004;Şahbaz & Kalay, 2010).…”

Practices That Support the Inclusion of Children With Autism Spectrum Disorder in Mainstream Early Childhood Education in Zimbabwe

“…This finding aligns with Florian and Black-Hawkins's (2011) inclusive pedagogical philosophy, which requires teachers to focus pedagogy on what learners are able to do instead of what they are unable to do. Similarly, previous studies have found that preparation of teachers for autism (Falkmer, Ochlers et al, 2015;Hinton et al, 2008;Park et al, 2010) is foundational in inclusion of learners with the condition in regular classes. Learner diversity informed pedagogy in regular classes.…”

Assessing teacher attitude toward the inclusion of students with autism.

“…Understanding how these educators perceive students with disabilities can provide a window of opportunity for change or insight into factors that may influence their attitudes or beliefs. Teacher attitude toward students with disabilities, including autism, playa significant role in the inclusion of these students (Park & Chitiyo, 2010). Teacher attitude (negative or positive) can greatly influence the outcome for students with autism as they enter the classroom.…”

“…The next section will focus on factors and/or characteristics related to teacher attitudes toward students with disabilities. Park and Chitiyo (2010) examined pre-service teachers' attitudes toward children with autism. The purpose of the study was to assess the attitudes of pre-service teachers toward children with autism to provide information to help with the development or improvement of professional development within schools and teacher training programs within the United States.…”