Κατεύθυνση Ειδική Αγωγή
Library of the School of Education

2020-03-10

2020

Palaiodimou Valentini

Αλέξανδρος-Σταμάτιος Αντωνίου (επιβλέπων)
Αν. Καθηγητής Π.Τ.Δ.Ε. – ΕΚΠΑ

Απόψεις εκπαιδευτικών γενικής και ειδικής αγωγής για τη συμπερίληψη ατόμων με αυτισμό

Greek

Attidutes of special and general education teachers towards the inclusion of students with autism

The success of inclusive education is mainly based on teachers’ skills. Yet, apart from these somehow objective parameters, other factors related to teachers’ attitudes towards education and itself might also have a significant impact. The aim of the present study was to investigate a) differences of special and general education teachers in self-efficacy b) differences in special and general education teachers towards the inclusion of students with autism c) the correlation between teachers’ sel-efficacy and their attitudes towards the inclusion of students with autism d) the correlation between general education teachers’ self-efficacy and their attitudes towards the inclusion of students with autism e) the correlation between special education teachers’ self-efficacy and their attitudes towards the inclusion of students with autism. The present study was carried out in a sample of 150 general and special education teachers. Their attitudes towards inclusion of students with autism were measure by the use of My Thinking about Inclusion (MTAI), while their self-efficacy levels were assessed by the use of the Teacher’s Sense of Efficacy Scale (TSES). There were no significant differences in TSES and MTAI between general and special education teachers (p=0,920 & 0.549 respectively). Statistically significant correlations were noted between those two parameters in the total sample (p=0,006) and in general education teachers (p=0,016), while an absence of statistically significant relationships was noted in special education teachers (p=0,091). The present study leads to the conclusion that attitudes towards the inclusion of students with autism and self-efficacy do not differ between general and special education teachers. Those two variables are significantly correlated, with the exception of special education teachers, which might develop their self-efficacy in a totally different way.

Education

autism, disability, education, inclusion, self-efficacy

No

0

Yes

185

111

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https://pergamos.lib.uoa.gr/uoa/dl/object/2899231