An Examination of In-Service Teacher Attitudes toward Students with Autism Spectrum Disorder: Implications for Professional Practice

Autor/inn/en	Chung, Walter; Edgar-Smith, Susan; Palmer, Ruth B.; Chung, Stephanie; DeLambo, David; Huang, Weihe
Titel	An Examination of In-Service Teacher Attitudes toward Students with Autism Spectrum Disorder: Implications for Professional Practice
Quelle	In: Current Issues in Education, 18 (2015) 2, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1099-839X
Schlagwörter	Teacher Attitudes; Autism; Pervasive Developmental Disorders; Urban Schools; Elementary School Teachers; Secondary School Teachers; Teacher Surveys; Regression (Statistics); Positive Attitudes; Gender Differences; Special Education Teachers; Teacher Certification; Inclusion; Measures (Individuals); Questionnaires; Likert Scales + Suchen Sie Ihr Suchwort? Lehrerverhalten; Autismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Regression; Regressionsanalyse; Geschlechterkonflikt; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Inklusion; Messdaten; Fragebogen; Likert-Skala
Abstract	Teacher attitudes can influence the successful instruction and interventions within the classroom. The present study examined in-service teachers' attitudes toward students with and without autism spectrum disorder in the United States. A total of 234 teachers (pre-Kindergarten to Grade 12) from public and charter schools in a metropolitan city participated in a survey. Participants read two scenarios, one featuring a student displaying autistic symptoms and another featuring a typical student. They then indicated their attitudes toward each student. Results revealed that in-service teachers perceive the student with ASD as more different from typical students and the teachers are more likely to dislike and avoid the student with ASD. Standard regression analysis demonstrated that being female, teaching at the elementary level, and holding special education certification are predictors of a teacher's positive perception of a student with autism spectrum disorder. The implications of these findings for professional practice are discussed. (As Provided).
Anmerkungen	Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01