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Autor/inn/enAllan, David; Hallett, Fiona; Hallett, Graham
TitelArmenian Teachers' Dichotomous Perspectives on Children with High-Functioning Autism
QuelleIn: Journal of Research in Special Educational Needs, 20 (2020) 2, S.109-120 (12 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Allan, David)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1471-3802
DOI10.1111/1471-3802.12469
SchlagwörterForeign Countries; Teacher Attitudes; Student Teacher Attitudes; Autism; Pervasive Developmental Disorders; Attitudes toward Disabilities; Asperger Syndrome; Cultural Influences; Political Issues; History; Social Influences; Armenia
AbstractThis article uses the views of student teachers and serving teachers from a post-Soviet context in order to better understand current thinking around teachers' perceptions of children with what might be termed 'hidden' disabilities. Drawing on social comparison theory, and adopting a phenomenographical approach, the study explores teachers' perspectives of autism in the Republic of Armenia, offering an insight into the impact of its social, cultural and political history. Whilst serving teachers demonstrated contrastive and downward comparisons when presented with a vignette of a young person with Asperger's Syndrome, student teachers expressed more connective comparisons. The data suggest, then, that Armenian student teachers represent progressive attitudinal change towards individuals with disabilities. These results also shed light on how social comparison theory might be used to tease out assumptions and taken-for-granted attitudes in the global West. (As Provided).
AnmerkungenWiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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