Teachers' Perceptions Regarding the Inclusive Education of Children with ASD

Autor/in	Iliadou, Argyro
Titel	Teachers' Perceptions Regarding the Inclusive Education of Children with ASD
Quelle	11 (2023) 5, S.3103-3109 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Iliadou, Argyro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2455-6211
Schlagwörter	Foreign Countries; Teacher Attitudes; Elementary School Teachers; Inclusion; Students with Disabilities; Autism Spectrum Disorders; Knowledge Level; Teacher Characteristics; Gender Differences; Educational Attainment; Self Efficacy; Teacher Education; Age Differences; Teaching Experience; Greece; Ireland; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Wissensbasis; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Self-efficacy; Selbstwirksamkeit; Lehrerausbildung; Lehrerbildung; Age; Difference; Age difference; Altersunterschied; Griechenland; Irland
Abstract	The purpose of this research work was the study and investigation the perceptions of general education teachers in Greek primary education regarding the inclusion of children with autism spectrum disorder in the general school context, as well as their knowledge about this disorder. A total of 60 general education teachers participated in the survey. The research tool used was the questionnaire and knowledge were measured by closed-ended questions, which would have a 5-point Likert format (1 = "agree" to 5 = "disagree"). In the present research: (1) teachers' perceptions of inclusive education for autistic children in general education classes were studied; and (2) the relationships between individual and demographic teacher characteristics. and their perceptions of inclusion. An important finding of the statistical analysis of the results was that teachers were generally found to have a relatively moderate level of knowledge, as assessed by a 48-question questionnaire. In addition, it was found that gender, educational level, and participation in autism education programs did not appear to significantly influence teachers' scores on this questionnaire. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01