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The Level of Social Acceptance of Children with Autism Spectrum Disorder Integrated in Regular Schools from the Point of View of Parents and Teachers in Jordan

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Title: The Level of Social Acceptance of Children with Autism Spectrum Disorder Integrated in Regular Schools from the Point of View of Parents and Teachers in Jordan
Language: English
Authors: Al-Shenikat, Feryal Abdel-Hadi
Source: Educational Research and Reviews. Mar 2022 17(3):86-102.
Availability: Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Peer Reviewed: Y
Page Count: 17
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Peer Acceptance, Students with Disabilities, Autism, Pervasive Developmental Disorders, Inclusion, Parent Attitudes, Teacher Attitudes, Foreign Countries, Elementary School Students
Geographic Terms: Jordan
ISSN: 1990-3839
Abstract: The present study aimed to determine the level of social acceptance of children with autism spectrum who are integrated into regular schools from the parents' and teachers' perspectives in Jordan. The researcher built a scale of social acceptance of children with an autism spectrum disorder. It consists of (34) items distributed in three dimensions; it was applied to an exploratory sample from outside the study sample consisting of (22) parents and teachers to verify the indications of validity and reliability, as the indications for content validity and construction validity were reached. The indications of reliability were reached through the restoration and the internal reliability of Cronbach Alpha. Finally, the tool was applied to the final study sample, which consisted of (74) teachers and (74) parents of children with autism spectrum disorder, the social acceptance dimension related to the school and the family. The results indicated that the level of social acceptance was moderate. It also indicated no statistically significant differences for the variables of gender and degree of infection, as the study came out with a set of research and educational recommendations.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1333870
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Level of Social Acceptance of Children with Autism Spectrum Disorder Integrated in Regular Schools from the Point of View of Parents and Teachers in Jordan
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  Data: <searchLink fieldCode="SO" term="%22Educational+Research+and+Reviews%22"><i>Educational Research and Reviews</i></searchLink>. Mar 2022 17(3):86-102.
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  Data: <searchLink fieldCode="DE" term="%22Jordan%22">Jordan</searchLink>
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  Data: 1990-3839
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  Data: The present study aimed to determine the level of social acceptance of children with autism spectrum who are integrated into regular schools from the parents' and teachers' perspectives in Jordan. The researcher built a scale of social acceptance of children with an autism spectrum disorder. It consists of (34) items distributed in three dimensions; it was applied to an exploratory sample from outside the study sample consisting of (22) parents and teachers to verify the indications of validity and reliability, as the indications for content validity and construction validity were reached. The indications of reliability were reached through the restoration and the internal reliability of Cronbach Alpha. Finally, the tool was applied to the final study sample, which consisted of (74) teachers and (74) parents of children with autism spectrum disorder, the social acceptance dimension related to the school and the family. The results indicated that the level of social acceptance was moderate. It also indicated no statistically significant differences for the variables of gender and degree of infection, as the study came out with a set of research and educational recommendations.
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        StartPage: 86
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      – SubjectFull: Peer Acceptance
        Type: general
      – SubjectFull: Students with Disabilities
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      – SubjectFull: Autism
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      – SubjectFull: Pervasive Developmental Disorders
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      – SubjectFull: Inclusion
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Jordan
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