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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 0952-3383 1467-8578 |
| DOI: | 10.1111/1467-8578.12448 |
