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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
Language: English
Authors: Muñoz Martínez, Yolanda (ORCID 0000-0003-4001-0214), Simón Rueda, Cecilia (ORCID 0000-0002-1795-9109), Dios Pérez, Ma José
Source: British Journal of Special Education. Mar 2023 50(1):104-126.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 23
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Autism Spectrum Disorders, Mainstreaming, Foreign Countries, Inclusion, Teacher Attitudes
Geographic Terms: Spain
DOI: 10.1111/1467-8578.12448
ISSN: 0952-3383
1467-8578
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1371320
Database: ERIC
FullText Links:
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  Data: Teachers of Learners with ASD in Mainstream Schools and Classrooms in Spain: Attitudes towards Inclusive Education
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  Data: <searchLink fieldCode="AR" term="%22Muñoz+Martínez%2C+Yolanda%22">Muñoz Martínez, Yolanda</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4001-0214">0000-0003-4001-0214</externalLink>)<br /><searchLink fieldCode="AR" term="%22Simón+Rueda%2C+Cecilia%22">Simón Rueda, Cecilia</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1795-9109">0000-0002-1795-9109</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dios+Pérez%2C+Ma+José%22">Dios Pérez, Ma José</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Special+Education%22"><i>British Journal of Special Education</i></searchLink>. Mar 2023 50(1):104-126.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Mainstreaming%22">Mainstreaming</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 10.1111/1467-8578.12448
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  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.
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