Teachers’ Social Representations of Inclusion of Children with Autism Spectrum Disorder (ASD) in Regular Class

Alexandri, Maria; Papailiou, Christina; Nikolaou, Eleni

doi:10.32591/coas.ojer.0102.01045a

Cited by 2 publications

References 6 publications

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Educators’ Attitudes Towards the Inclusion of Students with Autism Spectrum Disorder (ASD) in Jordanian Public Schools

alkinj

Pereira

Santos

2022

Rev. bras. educ. espec.

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The present study aimed to examine the attitudes of teachers and school professionals towards the inclusion of students with Autism Spectrum Disorder (ASD) in Jordanian schools. Specifically, the study investigates whether the variables of knowledge and training in ASD, educational role, experience in ASD, academic qualification, gender, age, and school level are associated with educators’ attitudes towards the inclusion of students with ASD. The descriptive survey method was conducted to examine educators’ attitudes and their correlations with the study variables. An electronic survey was completed by 430 participants who were educators at public and private schools in Jordan (including general and special education teachers), school principals, and counselors. The results of the study evidence that Jordanian educators hold neutral attitudes towards the inclusion of students with ASD in Jordanian schools. Further, the study shows that these attitudes are correlated with training and knowledge in ASD. In contrast, educational role, experience, academic qualification, age, gender, or school level are not associated with educators’ attitudes. The implications and limitations of the study are discussed.

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Educators’ Attitudes Towards the Inclusion of Students with Autism Spectrum Disorder (ASD) in Jordanian Public Schools

alkinj

Pereira

Santos

2022

Rev. bras. educ. espec.

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Is Coteaching an Effective Way of Including Children With Special Educational Needs?

Katsarou

Nikolaou

Stamatis

2023

Inclusive Phygital Learning Approaches and Strategies for Students With Special Needs

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Inclusive education is concerned with the effort to overcome barriers that prevent the participation and learning of all children, regardless of their ethnicity, gender, social background, sexuality, disability, or achievement. Inclusive education does not only focus on the barriers students face but focuses on the detailed development of educational cultures, policies, and practice systems as well as in educational institutions, so that they become capable of responding to the diversity of students and treat them equally. Co-teaching involves two or more certified professionals who contract to share instructional responsibility for a single group of students primarily in a single classroom or workspace for specific content or objectives with mutual ownership, pooled resources, and joint accountability. The aim of this chapter is to highlight the benefits of coteaching as an inclusive strategy.

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Teachers’ Social Representations of Inclusion of Children with Autism Spectrum Disorder (ASD) in Regular Class

Cited by 2 publications

References 6 publications

Educators’ Attitudes Towards the Inclusion of Students with Autism Spectrum Disorder (ASD) in Jordanian Public Schools

Educators’ Attitudes Towards the Inclusion of Students with Autism Spectrum Disorder (ASD) in Jordanian Public Schools

Is Coteaching an Effective Way of Including Children With Special Educational Needs?

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