Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education.
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| Title: | Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education. |
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| Authors: | Martínez, Yolanda Muñoz yolanda.munozm@uah.es, Rueda, Cecilia Simón, Pérez, Ma José deDios |
| Source: | British Journal of Special Education. Mar2023, Vol. 50 Issue 1, p104-126. 23p. 5 Charts. |
| Subject Terms: | *Autism spectrum disorders, *Teachers, *Classrooms, *Special education, Acquisition of data |
| Abstract: | This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Special Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 163323936 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Martínez%2C+Yolanda+Muñoz%22">Martínez, Yolanda Muñoz</searchLink><i> yolanda.munozm@uah.es</i><br /><searchLink fieldCode="AR" term="%22Rueda%2C+Cecilia+Simón%22">Rueda, Cecilia Simón</searchLink><br /><searchLink fieldCode="AR" term="%22Pérez%2C+Ma+José+deDios%22">Pérez, Ma José deDios</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Special+Education%22">British Journal of Special Education</searchLink>. Mar2023, Vol. 50 Issue 1, p104-126. 23p. 5 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Autism+spectrum+disorders%22">Autism spectrum disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Acquisition+of+data%22">Acquisition of data</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Special Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=163323936 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/1467-8578.12448 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 104 Subjects: – SubjectFull: Autism spectrum disorders Type: general – SubjectFull: Teachers Type: general – SubjectFull: Classrooms Type: general – SubjectFull: Special education Type: general – SubjectFull: Acquisition of data Type: general Titles: – TitleFull: Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Martínez, Yolanda Muñoz – PersonEntity: Name: NameFull: Rueda, Cecilia Simón – PersonEntity: Name: NameFull: Pérez, Ma José deDios IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 09523383 Numbering: – Type: volume Value: 50 – Type: issue Value: 1 Titles: – TitleFull: British Journal of Special Education Type: main |
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