The mediation effect of preservice teacher attitude toward inclusion for students with autism in South Korea: a structural equation modelling approach

Hong, Saahoon; Ryoo, Ji Hoon; Lee, Misuk; Noh, Jina; Shin, Jaehyun

doi:10.1080/13603116.2018.1449021

Cited by 12 publications

(10 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this way, some studies have focused on initial training of pre-service teachers in order to prepare them for an inclusive concept of education [39][40][41] or have analyzed if teachers are specialized in ASD or in inclusive education [25,34,35]. Other studies focused on the potential relationship between experience and knowledge [42] or whether the stage in which teachers carry out their job affects knowledge of ASD [25,43]. Finally, there is also some research aimed at analyzing if any correlation exists between culture and knowledge [44] or if the instrument used to assess knowledge matters [35].…”

Section: Teachers' Knowledge Of and Moderators That Possibly Influence Asdmentioning

confidence: 99%

“…A full-time practicum for one month should be completed during the last year of training, so that they can learn effective instructional methods, test their own suitability for their chosen career, deepen their knowledge and develop their concept of education. Experiences such as practicums and volunteer opportunities are important mechanisms for providing preservice teachers with opportunities to apply their new knowledge in practical teaching situations [42]. A study with Greek teachers showed that work experience with children with ASD improved their knowledge in managing students with ASD [46].…”

Section: Teachers' Knowledge Of Asd and Experiencementioning

confidence: 99%

See 1 more Smart Citation

Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

2021

View full text Add to dashboard Cite

The increasing number of students with autism spectrum disorder (ASD) in mainstream education environments require teachers to know how to identify their needs, being capable to adapt their education processes and make their inclusion easier. The purpose of this study is to conduct a systematic review about teachers’ knowledge of ASD, including teachers from any stage and specialization. The research has been conducted from four databases (Web of Science, Scopus, PsycInfo and Google Scholar) during the period of 2015–2020. In total, 25 articles were analyzed. The results show that, in general, teachers’ knowledge of ASD is poor. It depends on the education stage (being higher in early childhood teachers and in university professors), prior training and possible prior contact with students with ASD.

show abstract

Section: Teachers' Knowledge Of and Moderators That Possibly Influence Asdmentioning

confidence: 99%

Section: Teachers' Knowledge Of Asd and Experiencementioning

confidence: 99%

Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

2021

View full text Add to dashboard Cite

show abstract

“…The remaining articles that compare countries (n = 2) showed that some differences exist between the cultures when analyzing attitudes toward ASD [45] and those that used an intervention to change the negative attitudes into positive ones. In this case, [80,87,94] (n = 3) showed that training increases the awareness of the inclusion challenge.…”

Section: Discussionmentioning

confidence: 90%

“…With respect to experience, several of the studies included in this review argue that experience and contact with people with ASD (or any other type of functional diversity) potentially improve teachers' attitudes toward the inclusion of students with this disorder [73,76,87]. Experience and contact with people with autism, in a more powerful way than training and courses, help people in overcoming prejudices.…”

Section: Teachers' Attitudes Toward Asd and Experiencementioning

confidence: 99%

Teachers’ Attitudes toward Autism Spectrum Disorder: A Systematic Review

2022

View full text Add to dashboard Cite

(1) Teachers’ attitudes toward the inclusion of students with autism spectrum disorder (ASD) in mainstream schools influence daily educational practices. Depending on whether these attitudes are favorable or not, inclusive education could be fully or partially reached. This systematic review aims to analyze teachers’ attitudes toward ASD and to determine the variables that moderate them. (2) We conducted a systematic review in WoS, Scopus, and PsycINFO databases, obtaining an amount of 16 studies included in this review. (3) The results revealed inconclusive levels in teachers’ attitudes: Some of the teachers reported positive attitudes, some neutral, and some negative. (4) Among the variables that probably moderate attitudes, we found knowledge, experience, training, and gender. Future research and implications for pre-service and in-service teachers, school administrators, and policy makers are suggested.

show abstract

“…Teachers often report feeling unprepared to work with students with disabilities [31,37,39,40]. Not all general education teacher preparation programs require an introductory course in basic special education constructs or working effectively with children with disabilities.…”

Section: General Education Teacher Preparation For Working With Students With Disabilitiesmentioning

confidence: 99%

“The Voice of the Parent Cannot be Undervalued”: Pre-Service Teachers’ Observations after Listening to the Experiences of Parents of Students with Disabilities

Koch

2020

Societies

View full text Add to dashboard Cite

The purpose of this qualitative research was to consider the influence of parent interaction on the perspectives of pre-service teachers with regards to their interactions with and instruction of students with disabilities. The data set for this research was 106 reflection papers written as part of a class assignment after the pre-service teachers participated in a discussion panel with parents of children with disabilities. The pre-service teachers were asked to reflect on things they learned after listening to the parents and how they would use that information in their future interactions with parents when they had their own classrooms. The findings suggest that listening to the parents’ experience from the parents themselves had an impact on the pre-service teachers and would positively influence their future interactions. Recommendations to improve opportunities for parent exposure in teacher-education programs are provided.

show abstract

The mediation effect of preservice teacher attitude toward inclusion for students with autism in South Korea: a structural equation modelling approach

Cited by 12 publications

References 30 publications

Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

Teachers’ Attitudes toward Autism Spectrum Disorder: A Systematic Review

“The Voice of the Parent Cannot be Undervalued”: Pre-Service Teachers’ Observations after Listening to the Experiences of Parents of Students with Disabilities

Contact Info

Product

Resources

About