Exploring Preservice Teachers’ Attitudes toward Inclusive Education for Students with Autism Spectrum Disorder (ASD).
Saved in:
| Title: | Exploring Preservice Teachers’ Attitudes toward Inclusive Education for Students with Autism Spectrum Disorder (ASD). |
|---|---|
| Authors: | Özergun-Köse, Ilgım1 ilgim.ozergun@comu.edu.tr, İmer-Çetin, Nagihan2 nagihanimer@comu.edu.tr |
| Source: | International Journal of Special Education. 2026 Special Issue, Vol. 41, p342-353. 12p. |
| Subject Terms: | *Inclusive education, *Autism spectrum disorders, *Student teachers, *Empathy, *Teacher education, Self-efficacy, Social attitudes |
| Abstract: | The aim of this study is to examine preservice teachers’ attitudes toward inclusive education for students with autism spectrum disorder (ASD). A total of 244 preservice teachers from various departments participated in this research. Data were gathered using a multi-dimensional attitude scale and analyzed through descriptive statistics, independent samples t-tests, and one-way ANOVA. The findings show that preservice teachers generally maintain a positive and supportive attitude toward ASD inclusion. Among the subdimensions, sensitivity received the highest scores, followed by education & training and professional self-efficacy. Statistical analysis indicated that, although gender did not significantly affect attitudes, factors such as prior professional experience, high levels of knowledge, and taking courses related to ASD significantly increased professional self-efficacy. Additionally, departmental differences were noted; students in special education and psychological counseling demonstrated higher sensitivity and professional self-efficacy compared to students in other programs. Interestingly, first-year students showed higher sensitivity than seniors, possibly reflecting an initial idealistic outlook. In conclusion, while preservice teachers are emotionally prepared and somewhat confident, teacher education programs should emphasize practical experience and evidence-based teaching strategies to bridge the remaining gap between sensitivity and professional self-efficacy in inclusive ASD education. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Special Education is the property of International Journal of Special Education 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 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 194880264 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Exploring Preservice Teachers’ Attitudes toward Inclusive Education for Students with Autism Spectrum Disorder (ASD). – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Özergun-Köse%2C+Ilgım%22">Özergun-Köse, Ilgım</searchLink><relatesTo>1</relatesTo><i> ilgim.ozergun@comu.edu.tr</i><br /><searchLink fieldCode="AR" term="%22İmer-Çetin%2C+Nagihan%22">İmer-Çetin, Nagihan</searchLink><relatesTo>2</relatesTo><i> nagihanimer@comu.edu.tr</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Special+Education%22">International Journal of Special Education</searchLink>. 2026 Special Issue, Vol. 41, p342-353. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Autism+spectrum+disorders%22">Autism spectrum disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Social+attitudes%22">Social attitudes</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The aim of this study is to examine preservice teachers’ attitudes toward inclusive education for students with autism spectrum disorder (ASD). A total of 244 preservice teachers from various departments participated in this research. Data were gathered using a multi-dimensional attitude scale and analyzed through descriptive statistics, independent samples t-tests, and one-way ANOVA. The findings show that preservice teachers generally maintain a positive and supportive attitude toward ASD inclusion. Among the subdimensions, sensitivity received the highest scores, followed by education & training and professional self-efficacy. Statistical analysis indicated that, although gender did not significantly affect attitudes, factors such as prior professional experience, high levels of knowledge, and taking courses related to ASD significantly increased professional self-efficacy. Additionally, departmental differences were noted; students in special education and psychological counseling demonstrated higher sensitivity and professional self-efficacy compared to students in other programs. Interestingly, first-year students showed higher sensitivity than seniors, possibly reflecting an initial idealistic outlook. In conclusion, while preservice teachers are emotionally prepared and somewhat confident, teacher education programs should emphasize practical experience and evidence-based teaching strategies to bridge the remaining gap between sensitivity and professional self-efficacy in inclusive ASD education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Special Education is the property of International Journal of Special Education 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=194880264 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 342 Subjects: – SubjectFull: Inclusive education Type: general – SubjectFull: Autism spectrum disorders Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Empathy Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Self-efficacy Type: general – SubjectFull: Social attitudes Type: general Titles: – TitleFull: Exploring Preservice Teachers’ Attitudes toward Inclusive Education for Students with Autism Spectrum Disorder (ASD). Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Özergun-Köse, Ilgım – PersonEntity: Name: NameFull: İmer-Çetin, Nagihan IsPartOfRelationships: – BibEntity: Dates: – D: 03 M: 01 Text: 2026 Special Issue Type: published Y: 2026 Identifiers: – Type: issn-print Value: 08273383 Numbering: – Type: volume Value: 41 Titles: – TitleFull: International Journal of Special Education Type: main |
| ResultId | 1 |
