Mothers' Satisfaction with Treatment Opportunities for their Children with Autism Spectrum Disorder in Bosnia and Herzegovina

Mujkanovic, Elvira; Memišević, Haris; Zecic, Sadata; Biščević, Inga

doi:10.5455/msm.2016.28.288-291

Cited by 10 publications

(10 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Existing research on attitudes on BIH teachers was directed towards other disability groups, mainly students with intellectual disability (Memisevic and Hodzic 2011) but not specifically on children with ASD. Unfortunately, there are no population-based studies on the prevalence of ASD in BIH but there is an evident increase in the number of children with ASD attending general education schools in BIH (Mujkanovic et al 2016). Despite this increase of children with ASD attending regular schools, there are no studies that examined teachers attitudes towards their inclusion in regular schools.…”

Section: This Studymentioning

confidence: 99%

Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina

Memišević

Dizdarevic

Mujezinovic

et al. 2021

International Journal of Inclusive Education

Self Cite

View full text Add to dashboard Cite

Teachers' attitudes towards education of children with autism spectrum disorder (ASD) play a significant part in successfulness of the inclusive education. The goal of the present study was to examine the attitudes of teachers from Bosnia and Herzegovina (BIH) towards inclusion of students with ASD in general education classes. The sample for this study comprised 105 elementary school teachers (75 females, 30 males) from different parts of BIH. We examined the attitudes in relation to teachers' age, gender, education level, experience in work with children with ASD, self-efficacy, and additional training on ASD. The findings of this study indicate mainly positive attitudes of teachers towards inclusion of students with ASD. However, at the same time, results reveal a sense of non-competence of teachers in providing educational and behavioral support to students with ASD. Teachers who had ASD trainings and who felt competent to work with children with ASD had significantly more favorable attitudes than teachers without such trainings and without a sense of teaching competence. Gender, age, and education level had no significant effect on the teachers' attitudes. Results of this study clearly indicate the need for additional teacher training regarding the education of children with ASD.

show abstract

Section: This Studymentioning

confidence: 99%

Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina

Memišević

Dizdarevic

Mujezinovic

et al. 2021

International Journal of Inclusive Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Thus, the seminars and workshops held by the school where ASD pupil studies helps parents a lot. The absence of community help will increase stress rates in parent of ASD kids, which is the best indicator of anxiety and depression (Mujkanovic et al, 2017). It is a known reality that social assistance could perform a preventative part in decreasing the effect of stress and removing it.…”

Section: Discussionmentioning

confidence: 99%

Parental Attitudes toward the Provided Services in Regular Schools for Children with Autism Spectrum Disorder

Khisheim

2023

مجلة التربية الخاصة والتأهيل

View full text Add to dashboard Cite

This study dealt with the attitudes of parents of children on the autism spectrum towards primary school education. Parents of autistic children were found to have elevated stress rates relative to parents of neurotypical children. Research questions were designed to determine the parent's attitude towards primary school education and challenges faced by teachers in traditional school classrooms having children with autism spectrum disorder (ASD).Thirty-six parents having children with ASD were given twenty questionnaire items covering three aspects of quality, barriers to supporting the learning of student on autism spectrum of teaching ASD pupils and satisfaction towards teaching pupils with ASD in regular schools. Descriptive analytical method was used to answer questionnaire and to test experimental hypotheses.Analysis of the study showed that most participants were not sure about services' quality of regular schools, and agreed that there are difficulties hindering successful teaching of ASD pupils in regular schools. Majority participants were not sure about their satisfaction towards teaching of children with ASD pupils in regular schools. But parents do agree that school adjusts assessment methods, curriculum, provides resource room, teamwork.The study could provide a clear grasp of parental expectations regarding academic and social consequences of participation of children with ASD with diverse severity in regular schools.

show abstract

“…This is the first such study that aimed to identify what teachers believe are the greatest obstacles to inclusion. Previous studies conducted in Bosnia and Herzegovina dealt mainly with the attitudes towards inclusion of students with special educational needs , Dizdarevic, Mujezinovic, & Memisevic, 2017, and a few studies examined the quality of educational support for students with disabilities (Mujkanovic et al, 2016;Mujkanovic et al 2017). Teachers in this study identified what they believe are the greatest obstacles to inclusive education.…”

Section: Discussionmentioning

confidence: 99%

Obstacles to inclusion- perceptions of teachers from Bosnia and Herzegovina

Biščević

Zečić

Mujkanovic

et al. 2017

Self Cite

View full text Add to dashboard Cite

Inclusive education is increasingly becoming a dominating paradigm of the educational system in Bosnia and Herzegovina. However, although supported by positive legislature, there are still numerous obstacles to inclusion. The goal of the present study was to examine the attitudes of regular education teachers towards inclusive education, more specifically towards obstacles to successful inclusion. The sample consisted of 200 elementary school teachers from two cantons in Bosnia and Herzegovina. The greatest obstacle for inclusion as perceived by the teachers was the lack of professionals trained to work with children with special educational needs in regular schools. It is of utmost importance to support regular education teachers in their efforts to support all students in their classes. This calls for a more meaningful and thorough reformation of regular schools.Inkliuzinis ugdymas tampa vis labiau dominuojančia Bosnijos ir Hercegovinos ugdymo sistemos paradigma. Nepaisant to, kad šią paradigmą remia įstatymai, vis dar yra nemažai kliūčių, trukdančių įgyvendinti inkliuzinį ugdymą. Šio tyrimo tikslas – išanalizuoti bendrojo lavinimo mokyklų mokytojų požiūrį į inkliuzinį ugdymą, ypač atkreipiant dėmesį į tai, kas trukdo sėkmingai įgyvendinti šį ugdymo metodą. Tyrimo imtį sudarė 200 bendrojo lavinimo mokyklų mokytojų iš dviejų Bosnijos ir Hercegovinos kantonų. Mokytojų nuomone, didžiausia inkliuzinio ugdymo įgyvendinimo kliūtis yra parengtų specialistų, kurie dirbtų su specialiųjų ugdymosi poreikių turinčiais vaikais bendrojo lavinimo mokykloje, trūkumas. Labai svarbu teikti paramą tiems bendrojo lavinimo mokyklų mokytojams, kurie per pamokas stengiasi padėti visiems mokiniams. Ši situacija suaktualina poreikį įgyvendinti prasmingesnę ir nuodugnesnę bendrojo lavinimo mokyklų reformą.

show abstract

Mothers' Satisfaction with Treatment Opportunities for their Children with Autism Spectrum Disorder in Bosnia and Herzegovina

Cited by 10 publications

References 18 publications

Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina

Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina

Parental Attitudes toward the Provided Services in Regular Schools for Children with Autism Spectrum Disorder

Obstacles to inclusion- perceptions of teachers from Bosnia and Herzegovina

Contact Info

Product

Resources

About