%0 Journal Article
%T Support, Inclusion, and Special Education TeachersĄŻ Attitudes toward the Education of Students with Autism Spectrum Disorders
%A Isabel R. Rodr¨Şguez
%A David SaldaŁża
%A F. Javier Moreno
%J Autism Research and Treatment
%D 2012
%I Hindawi Publishing Corporation
%R 10.1155/2012/259468
%X This study is aimed at assessing special education teachers' attitudes toward teaching pupils with autism spectrum disorders (ASDs) and at determining the role of variables associated with a positive attitude towards the children and their education. Sixty-nine special education teachers were interviewed. The interview included two multiple-choice Likert-type questionnaires, one about teachersĄŻ attitude, and another about teachersĄŻ perceived needs in relation to the specific education of the pupil with ASD. The study shows a positive view of teachersĄŻ expectations regarding the education of pupils with ASD. A direct logistic regression analysis was performed testing for experience with the child, school relationship with an ASD network and type of school (mainstream or special) as potential predictors. Although all three variables are useful in predicting special education teachers' attitudes, the most relevant was the relationship with an ASD network. Need for information and social support are the relatively highest needs expressed by teachers. 1. Introduction Positive teacher attitudes are an important predictor of the successful education of children with disabilities, including those with autism spectrum disorders (ASDs) [1, 2]. However, the severity and pervasiveness ASD often leads to the teaching and inclusion of this group of pupils to be seen as especially complex [3]. Even teachers of recognized professional competence often consider themselves less able to deal with these students than with those with any other form of special needs [4¨C7]. Research into teachersĄŻ attitudes towards inclusion and students with disabilities has shown that they are very much influenced by variables such as experience, training, and perception of available resources and support [8¨C13]. Greater experience in inclusive educational contexts favours a more positive attitude toward the education of students with special needs in mainstream classrooms [10, 11]. Giangreco [9], for example, found that in a class where students with severe disabilities were included, teacher attitudes changed over time from initial resistance to a more favourable perception. Teacher training also has a powerful influence on the development of attitudes toward inclusion, especially when it incorporates related and specific professional abilities [8]. Another aspect that influences the way attitudes are configured is teacher perception of available resources. In a study with 1430 teachers with experience in inclusive settings, three types of resources were deemed necessary: training,
%U http://www.hindawi.com/journals/aurt/2012/259468/