Unit:
Κατεύθυνση Σχολική ψυχολογίαLibrary of the School of Philosophy
Author:
Matzanas Efstratios
Supervisors info:
Ανδριανός Μουταβελής, Διδάκτωρ Ειδικής Παιδαγωγικής και Ψυχολογίας ΕΚΠΑ
Αικατερίνη Λαμπροπούλου, Επίκουρη Καθηγήτρια, τμήμα ψυχολογίας ΕΚΠΑ
Διαμάντω Φιλιππάττου, Αναπληρώτρια Καθηγήτρια, τμήμα ψυχολογίας ΕΚΠΑ
Original Title:
Ο Ρόλος του Είδους της Αναπηρίας των Μαθητών και της Αυτοαποτελεσματικότητας των Εκπαιδευτικών στις Στάσεις τους ως προς τη Συμπεριληπτική Εκπαίδευση
Translated title:
The Role of Students' Type of Disability and Teachers' Self-Efficacy on Attitudes Toward Inclusive Education
Summary:
This research attempts to investigate the attitudes of general and special education, primary and secondary education teachers regarding the inclusion of children with autism spectrum disorder and students with other educational needs. The relationship between attitudes and self-efficacy is examined and the effect of the type of students' difficulties in relation to teachers' demographic characteristics on the latter's attitudes is investigated. 319 general and special education, primary and secondary education teachers participated in the survey. The results showed positive attitudes towards the inclusion of students with special educational needs, including students with autism spectrum disorder, while a significant but weak relationship between attitudes and self-efficacy was found only among general education teachers. In addition, a significant effect of the type of difficulties of the students on the teachers' attitudes is observed, while the interaction relationship between the type of difficulties of children with special educational needs and the level of general education teachers is highlighted. Finally, it is found that special education teachers report more positive attitudes regardless of the student's disability and type of difficulty, as do primary school teachers compared to secondary school teachers. The friendly proximity to people with disabilities, the training of general education teachers in special education and work experience seem to have a positive effect on the attitudes towards the inclusive education of students who face certain special educational needs.
Main subject category:
Philosophy - Psychology
Keywords:
Inclusion, self-efficacy, ASD, Special educational needs, teachers' attitudes
File:
File access is restricted until 2024-11-17.
Διπλωματική εργασία. Ματζάνας Ευστράτιος (1).pdf
2 MB
File access is restricted until 2024-11-17.
